The MMDA Program (Mmmm Makakabasa Din Ako): A Reading Intervention for the Primary Learners at Guinamgamman Elementary School
Sabina G. Ganotice *
Apayao State College, Malama, Conner, Apayao, 3807, Philippines.
*Author to whom correspondence should be addressed.
Abstract
This study assessed the effectiveness of the MMDA Reading Program in improving literacy skills among primary learners. The research employed a single pre-test and post-test design, using a paired sample t-test to measure the impact of the intervention.
Pre-reading assessments revealed that all 11 participants from Grades 1 to 3 were reading below their expected grade levels. Grade 1 learners were at the “Starting Level,” requiring intensive support in basic reading, while Grades 2 and 3 were at the “Letter Level,” struggling with blending consonant-vowel structures like CVC and CVCC. These findings highlighted critical gaps in awareness and decoding skills, underscoring the need for structured intervention.
Following the MMDA Program, post-assessments results showed notable improvements. Grade 1 learners, advanced to “Phrase Level,” reading 7 out of 10 phrases correctly, while Grades 2 and 3 reached “Sentence Level,” accurately decoding simple and compound sentences. Notably, some learners could read up to 130 words but answered few comprehension questions, indicating stronger gains in fluency and word recognition than in comprehension.
Based on these findings, it is recommended that the MMDA Reading Program be sustained and expanded to include all primary grade levels, including Kindergarten. Early and structured exposure to reading strategies may help learners develop stronger literacy foundations and long-term reading success.
Keywords: Reading intervention, MMDA program, primary learners, phonemic awareness, decoding skills, reading fluency