Augmenting Reading Comprehension Skills Through Catch-Up Fridays Instructional Learning Strategy

AUTHOR(S)

DOVIE ANN R. TINGSON EMILY C. ROSAL, DPA, PhD TM ELLAINE I. NAZARETH, DevED.,PhD Atty, JURIS RENIER C. MENDOZA

ABSTRACT

——This research examined the effectiveness of the Catch-Up Fridays teaching-learning strategy in enhancing reading comprehension skills among Grade V learners in selected schools within the Toledo City Division, Cebu, during the School Year 2024–2025. Questionnaires were emailed thru online or in paper-pencil test in 3rd week of July 2025. This research employs a descriptive-quantitative research method adopting the Early Grade Reading Assessment (EGRA) toolkit to evaluate learners’ proficiency in decoding, fluency, vocabulary, phonemic awareness, and comprehension. Data were collected from 220 respondents (75 teachers and 145 learners) across five schools, and analyzed using weighted mean, standard deviation, and chi-square tests. Findings revealed that while learners showed instructional-level proficiency in decoding, phonemic awareness, and sentence structure and coherence, they struggled significantly with fluency, vocabulary, noting details, and identifying the main idea, which were rated at the frustration level. These results indicated that students were not yet autonomous readers and require continued instructional support. Teacher respondents strongly agreed on the effectiveness of Catch-Up Fridays, rating its objectives, design, strategies, activities, and outcomes highly. Activities such as teacher read-a louds, partner reading, and DEAR were particularly impactful. However, several barriers to implementation were identified, including limited time, lack of teaching resources, emotional stress, low parental involvement, and student disengagement. These challenges hindered the full realization of the program’s potential. The study concluded that CatchUp Fridays is a promising intervention for literacy recovery, but its success depends on sustained support, professional development, and stakeholder collaboration. A fortified instructional reading program was therefore recommended to address identified gaps and promote inclusive, effective reading instruction. Keywords: Development Education, Augmenting Academic Achievement Catch-up Fridays Instructional Learning Strategy, Descriptive- Quantitative Research Method, Cebu, Philippines