Building Brighter Future: Promoting Reading Fluency Among Ati Children

Skip to content Call for Papers September 2026 | [email protected] | ISSN: 2582-6832 | Google Scholar | Impact Factor: 5.794 Paper Details Subject: Educational Management Paper ID: UIJRTV7I10005 Volume: 07 Issue: 01 Pages: 31-36 Date: November 2025 ISSN: 2582-6832 Statistics: Full Text [PDF] Cite this Juvelyn Rosaldes Lindong, Zaldy Bolences Biñas, and Roselyn Balabagno Animo. (November 2025). Building Brighter Future: Promoting Reading Fluency Among Ati Children. United International Journal for Research & Technology (UIJRT) , 7 (1), 31-36. Abstract This study developed and evaluated a culturally responsive reading fluency program for Ati learners in one of the Ati communities in Iloilo, Philippines. Guided by Vygotsky’s sociocultural theory, the research emphasized culturally meaningful instruction that connects reading development to learners' identities, language, and community contexts. The researchers employed a mixed-methods pre-experimental one-group pretest–posttest design and purposively selected 25 Ati learners from Kindergarten to Grade 6 as respondents. The researchers used the Philippine Informal Reading Inventory (Phil-IRI) as the primary tool for measuring reading fluency in both pre-test and post-test assessments. To capture experiential insights, the study also gathered qualitative data through semi-structured interviews and guided reflections with learners, parents, and facilitators to explore challenges, progress, and program impact. Results revealed that 64% of the respondents were at the Frustration level before the intervention, while no learner remained at this level after the program. Post-test results showed that 64% improved to the Instructional level, while 36% reached the Independent level, indicating significant development in reading fluency. Statistical analysis further confirmed a significant difference in pre-test and post-test scores (p < 0.001). Thematic analysis identified six major themes: learner engagement and interest, reading barriers, increased confidence and fluency, effective instructional strategies, implementation challenges, and recommendations for improvement. Findings highlight that culturally relevant reading materials, storytelling, repeated reading, and interactive literacy tasks strengthened learner motivation, fluency, and classroom participation. Despite progress, some respondents still experienced difficulties with long sentences, unfamiliar vocabulary, and sustained concentration, emphasizing the need for individualized support. The study concludes that culturally responsive reading instruction significantly enhances reading fluency among Ati learners. Recommendations include strengthening school–community literacy partnerships, expanding culturally inclusive reading programs, and exploring long-term literacy outcomes among Indigenous learners. Keywords: Ati Learners, Culturally Responsive Instruction, Indigenous Education, Literacy Intervention, Reading Fluency. Related Papers Stakeholder Participation in Brigada Eskwela: Toward a Sustainable School–Community Partnership Plan in Sorsogon City September 21, 2026 Mental Health Assessment and Help-Seeking Behavior Among College Students: Basis for Mental Health Program in School September 21, 2026 Students’ Awareness and Knowledge of Guidance and Counseling Services at Medina College: Basis for Program Enhancement September 21, 2026 Relationship of Study Habits and Competency Development of Bachelor of Science in Hospitality Management of Northern Zambales College Inc. August 28, 2026 The Effect of TPACK-Based Interactive Learning Media on Students’ Critical Thinking Skills in Elementary School Science and Social Studies Learning August 28, 2026 Instructional Leadership Support and Professional Growth Among TVL Teachers August 28, 2026 Evaluating thee Level of Impact of the Integrated Christian Formation Program on Students’ Self-Esteem and Academic Achievements August 22, 2026 Role of Technology in Enhancing Continuous Professional Development for Teachers: Basis for a Plan of Action August 21, 2026 Human Resource Detection of Cybersecurity Risks Using Public Insider Threat Data August 4, 2026 Exploring the Experiences in the Implementation of Marungko Approach in Multigrade Classes July 30, 2026

Call for Papers September 2026 | [email protected] | ISSN: 2582-6832 | Google Scholar | Impact Factor: 5.794 Paper Details Subject: Educational Management Paper ID: UIJRTV7I10005 Volume: 07 Issue: 01 Pages: 31-36 Date: November 2025 ISSN: 2582-6832 Statistics: Full Text [PDF] Cite this Juvelyn Rosaldes Lindong, Zaldy Bolences Biñas, and Roselyn Balabagno Animo. (November 2025). Building Brighter Future: Promoting Reading Fluency Among Ati Children. United International Journal for Research & Technology (UIJRT) , 7 (1), 31-36. Abstract This study developed and evaluated a culturally responsive reading fluency program for Ati learners in one of the Ati communities in Iloilo, Philippines. Guided by Vygotsky’s sociocultural theory, the research emphasized culturally meaningful instruction that connects reading development to learners' identities, language, and community contexts. The researchers employed a mixed-methods pre-experimental one-group pretest–posttest design and purposively selected 25 Ati learners from Kindergarten to Grade 6 as respondents. The researchers used the Philippine Informal Reading Inventory (Phil-IRI) as the primary tool for measuring reading fluency in both pre-test and post-test assessments. To capture experiential insights, the study also gathered qualitative data through semi-structured interviews and guided reflections with learners, parents, and facilitators to explore challenges, progress, and program impact. Results revealed that 64% of the respondents were at the Frustration level before the intervention, while no learner remained at this level after the program. Post-test results showed that 64% improved to the Instructional level, while 36% reached the Independent level, indicating significant development in reading fluency. Statistical analysis further confirmed a significant difference in pre-test and post-test scores (p < 0.001). Thematic analysis identified six major themes: learner engagement and interest, reading barriers, increased confidence and fluency, effective instructional strategies, implementation challenges, and recommendations for improvement. Findings highlight that culturally relevant reading materials, storytelling, repeated reading, and interactive literacy tasks strengthened learner motivation, fluency, and classroom participation. Despite progress, some respondents still experienced difficulties with long sentences, unfamiliar vocabulary, and sustained concentration, emphasizing the need for individualized support. The study concludes that culturally responsive reading instruction significantly enhances reading fluency among Ati learners. Recommendations include strengthening school–community literacy partnerships, expanding culturally inclusive reading programs, and exploring long-term literacy outcomes among Indigenous learners. Keywords: Ati Learners, Culturally Responsive Instruction, Indigenous Education, Literacy Intervention, Reading Fluency. Related Papers Stakeholder Participation in Brigada Eskwela: Toward a Sustainable School–Community Partnership Plan in Sorsogon City September 21, 2026 Mental Health Assessment and Help-Seeking Behavior Among College Students: Basis for Mental Health Program in School September 21, 2026 Students’ Awareness and Knowledge of Guidance and Counseling Services at Medina College: Basis for Program Enhancement September 21, 2026 Relationship of Study Habits and Competency Development of Bachelor of Science in Hospitality Management of Northern Zambales College Inc. August 28, 2026 The Effect of TPACK-Based Interactive Learning Media on Students’ Critical Thinking Skills in Elementary School Science and Social Studies Learning August 28, 2026 Instructional Leadership Support and Professional Growth Among TVL Teachers August 28, 2026 Evaluating thee Level of Impact of the Integrated Christian Formation Program on Students’ Self-Esteem and Academic Achievements August 22, 2026 Role of Technology in Enhancing Continuous Professional Development for Teachers: Basis for a Plan of Action August 21, 2026 Human Resource Detection of Cybersecurity Risks Using Public Insider Threat Data August 4, 2026 Exploring the Experiences in the Implementation of Marungko Approach in Multigrade Classes July 30, 2026

Call for Papers September 2026 | [email protected] | ISSN: 2582-6832 | Google Scholar | Impact Factor: 5.794

Paper Details Subject: Educational Management Paper ID: UIJRTV7I10005 Volume: 07 Issue: 01 Pages: 31-36 Date: November 2025 ISSN: 2582-6832 Statistics: Full Text [PDF] Cite this Juvelyn Rosaldes Lindong, Zaldy Bolences Biñas, and Roselyn Balabagno Animo. (November 2025). Building Brighter Future: Promoting Reading Fluency Among Ati Children. United International Journal for Research & Technology (UIJRT) , 7 (1), 31-36. Abstract This study developed and evaluated a culturally responsive reading fluency program for Ati learners in one of the Ati communities in Iloilo, Philippines. Guided by Vygotsky’s sociocultural theory, the research emphasized culturally meaningful instruction that connects reading development to learners' identities, language, and community contexts. The researchers employed a mixed-methods pre-experimental one-group pretest–posttest design and purposively selected 25 Ati learners from Kindergarten to Grade 6 as respondents. The researchers used the Philippine Informal Reading Inventory (Phil-IRI) as the primary tool for measuring reading fluency in both pre-test and post-test assessments. To capture experiential insights, the study also gathered qualitative data through semi-structured interviews and guided reflections with learners, parents, and facilitators to explore challenges, progress, and program impact. Results revealed that 64% of the respondents were at the Frustration level before the intervention, while no learner remained at this level after the program. Post-test results showed that 64% improved to the Instructional level, while 36% reached the Independent level, indicating significant development in reading fluency. Statistical analysis further confirmed a significant difference in pre-test and post-test scores (p < 0.001). Thematic analysis identified six major themes: learner engagement and interest, reading barriers, increased confidence and fluency, effective instructional strategies, implementation challenges, and recommendations for improvement. Findings highlight that culturally relevant reading materials, storytelling, repeated reading, and interactive literacy tasks strengthened learner motivation, fluency, and classroom participation. Despite progress, some respondents still experienced difficulties with long sentences, unfamiliar vocabulary, and sustained concentration, emphasizing the need for individualized support. The study concludes that culturally responsive reading instruction significantly enhances reading fluency among Ati learners. Recommendations include strengthening school–community literacy partnerships, expanding culturally inclusive reading programs, and exploring long-term literacy outcomes among Indigenous learners. Keywords: Ati Learners, Culturally Responsive Instruction, Indigenous Education, Literacy Intervention, Reading Fluency. Related Papers Stakeholder Participation in Brigada Eskwela: Toward a Sustainable School–Community Partnership Plan in Sorsogon City September 21, 2026 Mental Health Assessment and Help-Seeking Behavior Among College Students: Basis for Mental Health Program in School September 21, 2026 Students’ Awareness and Knowledge of Guidance and Counseling Services at Medina College: Basis for Program Enhancement September 21, 2026 Relationship of Study Habits and Competency Development of Bachelor of Science in Hospitality Management of Northern Zambales College Inc. August 28, 2026 The Effect of TPACK-Based Interactive Learning Media on Students’ Critical Thinking Skills in Elementary School Science and Social Studies Learning August 28, 2026 Instructional Leadership Support and Professional Growth Among TVL Teachers August 28, 2026 Evaluating thee Level of Impact of the Integrated Christian Formation Program on Students’ Self-Esteem and Academic Achievements August 22, 2026 Role of Technology in Enhancing Continuous Professional Development for Teachers: Basis for a Plan of Action August 21, 2026 Human Resource Detection of Cybersecurity Risks Using Public Insider Threat Data August 4, 2026 Exploring the Experiences in the Implementation of Marungko Approach in Multigrade Classes July 30, 2026

Juvelyn Rosaldes Lindong, Zaldy Bolences Biñas, and Roselyn Balabagno Animo. (November 2025). Building Brighter Future: Promoting Reading Fluency Among Ati Children. United International Journal for Research & Technology (UIJRT) , 7 (1), 31-36.

Abstract This study developed and evaluated a culturally responsive reading fluency program for Ati learners in one of the Ati communities in Iloilo, Philippines. Guided by Vygotsky’s sociocultural theory, the research emphasized culturally meaningful instruction that connects reading development to learners' identities, language, and community contexts. The researchers employed a mixed-methods pre-experimental one-group pretest–posttest design and purposively selected 25 Ati learners from Kindergarten to Grade 6 as respondents. The researchers used the Philippine Informal Reading Inventory (Phil-IRI) as the primary tool for measuring reading fluency in both pre-test and post-test assessments. To capture experiential insights, the study also gathered qualitative data through semi-structured interviews and guided reflections with learners, parents, and facilitators to explore challenges, progress, and program impact. Results revealed that 64% of the respondents were at the Frustration level before the intervention, while no learner remained at this level after the program. Post-test results showed that 64% improved to the Instructional level, while 36% reached the Independent level, indicating significant development in reading fluency. Statistical analysis further confirmed a significant difference in pre-test and post-test scores (p < 0.001). Thematic analysis identified six major themes: learner engagement and interest, reading barriers, increased confidence and fluency, effective instructional strategies, implementation challenges, and recommendations for improvement. Findings highlight that culturally relevant reading materials, storytelling, repeated reading, and interactive literacy tasks strengthened learner motivation, fluency, and classroom participation. Despite progress, some respondents still experienced difficulties with long sentences, unfamiliar vocabulary, and sustained concentration, emphasizing the need for individualized support. The study concludes that culturally responsive reading instruction significantly enhances reading fluency among Ati learners. Recommendations include strengthening school–community literacy partnerships, expanding culturally inclusive reading programs, and exploring long-term literacy outcomes among Indigenous learners. Keywords: Ati Learners, Culturally Responsive Instruction, Indigenous Education, Literacy Intervention, Reading Fluency. Related Papers Stakeholder Participation in Brigada Eskwela: Toward a Sustainable School–Community Partnership Plan in Sorsogon City September 21, 2026 Mental Health Assessment and Help-Seeking Behavior Among College Students: Basis for Mental Health Program in School September 21, 2026 Students’ Awareness and Knowledge of Guidance and Counseling Services at Medina College: Basis for Program Enhancement September 21, 2026 Relationship of Study Habits and Competency Development of Bachelor of Science in Hospitality Management of Northern Zambales College Inc. August 28, 2026 The Effect of TPACK-Based Interactive Learning Media on Students’ Critical Thinking Skills in Elementary School Science and Social Studies Learning August 28, 2026 Instructional Leadership Support and Professional Growth Among TVL Teachers August 28, 2026 Evaluating thee Level of Impact of the Integrated Christian Formation Program on Students’ Self-Esteem and Academic Achievements August 22, 2026 Role of Technology in Enhancing Continuous Professional Development for Teachers: Basis for a Plan of Action August 21, 2026 Human Resource Detection of Cybersecurity Risks Using Public Insider Threat Data August 4, 2026 Exploring the Experiences in the Implementation of Marungko Approach in Multigrade Classes July 30, 2026

This study developed and evaluated a culturally responsive reading fluency program for Ati learners in one of the Ati communities in Iloilo, Philippines. Guided by Vygotsky’s sociocultural theory, the research emphasized culturally meaningful instruction that connects reading development to learners' identities, language, and community contexts. The researchers employed a mixed-methods pre-experimental one-group pretest–posttest design and purposively selected 25 Ati learners from Kindergarten to Grade 6 as respondents. The researchers used the Philippine Informal Reading Inventory (Phil-IRI) as the primary tool for measuring reading fluency in both pre-test and post-test assessments. To capture experiential insights, the study also gathered qualitative data through semi-structured interviews and guided reflections with learners, parents, and facilitators to explore challenges, progress, and program impact. Results revealed that 64% of the respondents were at the Frustration level before the intervention, while no learner remained at this level after the program. Post-test results showed that 64% improved to the Instructional level, while 36% reached the Independent level, indicating significant development in reading fluency. Statistical analysis further confirmed a significant difference in pre-test and post-test scores (p < 0.001). Thematic analysis identified six major themes: learner engagement and interest, reading barriers, increased confidence and fluency, effective instructional strategies, implementation challenges, and recommendations for improvement. Findings highlight that culturally relevant reading materials, storytelling, repeated reading, and interactive literacy tasks strengthened learner motivation, fluency, and classroom participation. Despite progress, some respondents still experienced difficulties with long sentences, unfamiliar vocabulary, and sustained concentration, emphasizing the need for individualized support. The study concludes that culturally responsive reading instruction significantly enhances reading fluency among Ati learners. Recommendations include strengthening school–community literacy partnerships, expanding culturally inclusive reading programs, and exploring long-term literacy outcomes among Indigenous learners.

Keywords: Ati Learners, Culturally Responsive Instruction, Indigenous Education, Literacy Intervention, Reading Fluency.

Stakeholder Participation in Brigada Eskwela: Toward a Sustainable School–Community Partnership Plan in Sorsogon City September 21, 2026 Mental Health Assessment and Help-Seeking Behavior Among College Students: Basis for Mental Health Program in School September 21, 2026 Students’ Awareness and Knowledge of Guidance and Counseling Services at Medina College: Basis for Program Enhancement September 21, 2026 Relationship of Study Habits and Competency Development of Bachelor of Science in Hospitality Management of Northern Zambales College Inc. August 28, 2026 The Effect of TPACK-Based Interactive Learning Media on Students’ Critical Thinking Skills in Elementary School Science and Social Studies Learning August 28, 2026 Instructional Leadership Support and Professional Growth Among TVL Teachers August 28, 2026 Evaluating thee Level of Impact of the Integrated Christian Formation Program on Students’ Self-Esteem and Academic Achievements August 22, 2026 Role of Technology in Enhancing Continuous Professional Development for Teachers: Basis for a Plan of Action August 21, 2026 Human Resource Detection of Cybersecurity Risks Using Public Insider Threat Data August 4, 2026 Exploring the Experiences in the Implementation of Marungko Approach in Multigrade Classes July 30, 2026

Stakeholder Participation in Brigada Eskwela: Toward a Sustainable School–Community Partnership Plan in Sorsogon City September 21, 2026

Stakeholder Participation in Brigada Eskwela: Toward a Sustainable School–Community Partnership Plan in Sorsogon City

Mental Health Assessment and Help-Seeking Behavior Among College Students: Basis for Mental Health Program in School September 21, 2026

Mental Health Assessment and Help-Seeking Behavior Among College Students: Basis for Mental Health Program in School

Students’ Awareness and Knowledge of Guidance and Counseling Services at Medina College: Basis for Program Enhancement September 21, 2026

Students’ Awareness and Knowledge of Guidance and Counseling Services at Medina College: Basis for Program Enhancement

Relationship of Study Habits and Competency Development of Bachelor of Science in Hospitality Management of Northern Zambales College Inc. August 28, 2026

Relationship of Study Habits and Competency Development of Bachelor of Science in Hospitality Management of Northern Zambales College Inc.

The Effect of TPACK-Based Interactive Learning Media on Students’ Critical Thinking Skills in Elementary School Science and Social Studies Learning August 28, 2026

The Effect of TPACK-Based Interactive Learning Media on Students’ Critical Thinking Skills in Elementary School Science and Social Studies Learning

Instructional Leadership Support and Professional Growth Among TVL Teachers August 28, 2026

Instructional Leadership Support and Professional Growth Among TVL Teachers

Evaluating thee Level of Impact of the Integrated Christian Formation Program on Students’ Self-Esteem and Academic Achievements August 22, 2026

Evaluating thee Level of Impact of the Integrated Christian Formation Program on Students’ Self-Esteem and Academic Achievements

Role of Technology in Enhancing Continuous Professional Development for Teachers: Basis for a Plan of Action August 21, 2026

Role of Technology in Enhancing Continuous Professional Development for Teachers: Basis for a Plan of Action

Human Resource Detection of Cybersecurity Risks Using Public Insider Threat Data August 4, 2026

Human Resource Detection of Cybersecurity Risks Using Public Insider Threat Data

Exploring the Experiences in the Implementation of Marungko Approach in Multigrade Classes July 30, 2026

Exploring the Experiences in the Implementation of Marungko Approach in Multigrade Classes

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