Project READ（负责任的英语倡导发展）扩展项目：连接学习者之间的差距

This study examined Project READ (Responsible English Advocacy Development) as a reading intervention for struggling Grade 2–6 learners. It sought to describe learners’ reading performance and difficulties in word recognition, decoding, and reading comprehension; identify appropriate instructional approaches; and develop a reading intervention program. The research combined qualitative and quantitative methods and identified 68 struggling readers. The Philippine Informal Reading Inventory, a researcher-made questionnaire, observations, interviews, and focus group discussions formed part of the