Abstract

This action research examines the effectiveness of Project BASA (Beginning Alphabetic Skills Advancement) in improving early reading fluency and comprehension through the Marungko Approach among Kindergarten to Grade 2 learners in a multigrade classroom at Bukig Elementary School, Asipulo District, Ifugao. Employing a quantitative one-group pretest-posttest design, the study evaluates learners’ letter-sound recognition, syllable blending, word recognition, reading fluency, and comprehension. The intervention incorporates systematic phonics instruction, guided reading, and differentiated learning activities. Descriptive statistics and a paired-samples t-test will determine changes in reading performance. The study aims to establish the intervention’s effectiveness in strengthening foundational literacy skills and provide evidence-based recommendations for implementing sustainable, inclusive, and developmentally appropriate reading programs in multigrade elementary classrooms serving learners with diverse reading abilities and needs.