Buhay, Ugat, Kultura, Lakas, at Talino (BUKLAT): An Intervention to Improve Reading Skills of Grade 2 Learners

Author

Jevelyn M. Beltran


Abstract

 This action research explored the lived experiences of six Grade 2 learners in a remote public elementary school in Antique, Philippines who participated in a culturally responsive reading intervention during School Year 2025–2026. The intervention locally named Project BUKLAT (Buhay, Ugat, Kultura, Lakas, at Talino), which translates to life, roots, culture, strength, and wisdom integrated local language, culture, and community narratives through contextualized storybooks and a classroom reading corner to support learners identified as low-emerging and developing readers in Filipino based on Comprehensive Rapid Literacy Assessment results. Data were gathered through learner interviews, researcher observations and journals, and focus group discussion with teachers, analysed through thematic analysis. The reported themes included initial reading difficulties, enhanced conceptual understanding, interactive learning, and learners’ willingness to continue reading through the reading corner and home or peer practice. Learner accounts suggested more positive reading experiences and perceived improvement in word recognition, comprehension, confidence, and participation. The extent of change in each reading indicator should be confirmed using the completed before-during-after assessment records. An action plan was proposed to sustain and scale up the intervention.



Keywords

culturally responsive, reading corner, reading intervention, culturally-based materials, Grade 2 learners, action research, mother tongue, Philippines



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