ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— Reading proficiency is foundational to academic achievement, yet many elementary learners continue to struggle with comprehension, inference-making, and fluency. This study examined the reading performance of Grade 5 learners at Julian Valerio Resuello Elementary School during School Year 2025–2026 and used the findings as the basis for an enhanced reading program. A one-group pretest-posttest quantitative design was employed involving 44 Grade 5 learners assessed through the Philippine Informal Reading Inventory (Phil-IRI). Descriptive statistics and item analysis were used to determine reading levels and least mastered competencies, while the thesis reported a statistically significant pretest-posttest difference after the implementation of Project FIREFLY, a school-based reading intervention. Baseline findings showed that 56.82% of learners were at the frustration level, 27.27% at the instructional level, and only 15.91% at the independent level. The least mastered competencies were identifying main idea and supporting details, making predictions and drawing conclusions, and answering inferential questions. After the intervention, frustration-level readers decreased to 4.55%, while instructional and independent readers increased to 50.00% and 45.45%, respectively. The findings indicate that structured, competency-based reading remediation can substantially improve learner performance. The study supports sustained school-based interventions that combine guided reading, fluency practice, vocabulary development, and comprehension-focused activities to strengthen elementary reading achievement. Keywords: Phil-IRI; reading intervention; reading comprehension; elementary education; Philippine public school