References:

Figuracion, V. C., & Ormilla, R. C. G. (2021). The word reading performance of grade V pupils through a
library hour program in Philippines. EDUCATUM Journal of Social Sciences, 7(1), 95-103.

Miguel, J. (2024). Unlocking the Path to Reading Proficiency: Effectiveness of an 8-Week Reading
Remediation Program on Grade 7 Students of Marilog High School of Agriculture. Dalubhasang Guro, 1(1).
Balinas, E. S., Rodriguez, J. R., Santillan, J. P., & Valencia, Y. C. (2017, October). Remedial reading
program of AUF-CED: Best practices and impact. In 4th Asia Pacific Education Conference (AECON
2017) (pp. 83-93). Atlantis Press.

Casingal, C. P. (2022). Efficacy of Phil-IRI and remedial classes for Filipinos at the intermediate level. Journal
of Sustainable Business, Economics and Finance, 1(2), 47-59.

COVID:19 Scale of education loss ‘nearly insurmountable’, warns UNICEF. (2022, January 23). [Press
release]. Retrieved December 4, 2024, from https://www.unicef.org/press-releases/covid19-scale-
education-loss-nearly-insurmountable-warns-unicef
Twenge, J. M., & Campbell, W. K. (2018). Associations between screen time and lower psychological well-
being among children and adolescents: Evidence from a population-based study. Preventive medicine
reports, 12, 271-283.

Demombynes, G. (2023). Learning Poverty at the Local Level in Colombia. World Bank.

DuPaul, G. J., Morgan, P. L., Farkas, G., Hillemeier, M. M., & Maczuga, S. (2016). Academic and social
functioning associated with attention-deficit/hyperactivity disorder: Latent class analyses of trajectories from
kindergarten to fifth grade. Journal of Abnormal Child Psychology, 44, 1425-1438.

Snowling, M. J., Hulme, C., & Nation, K. (2020). Defining and understanding dyslexia: past, present and
future. Oxford Review of Education, 46(4), 501–513. https://doi.org/10.1080/03054985.2020.1765756

Vaughn, S., Denton, C. A., & Fletcher, J. M. (2010). Why intensive interventions are necessary for students
with severe reading difficulties. Psychology in the Schools, 47(5), 432-444.

Senechal, M. (2006). Testing the Home Literacy Model: Parent Involvement in Kindergarten Is Differentially
Related to Grade 4 Reading Comprehension, Fluency, Spelling, and Reading for Pleasure. Scientific Studies
of Reading, 10(1), 59–87. https://doi.org/10.1207/s1532799xssr1001_4

Elleman, A. M., & Oslund, E. L. (2019). Reading comprehension research: Implications for practice and
policy. Policy Insights from the Behavioral and Brain Sciences, 6(1), 3-11.

Vaughn, S., Boardman, A., & Klingner, J. K. (2024). Teaching reading comprehension to students with
learning difficulties. Guilford Publications.

Petscher, Y., Cabell, S. Q., Catts, H. W., Compton, D. L., Foorman, B. R., Hart, S. A., ... & Wagner, R. K.
(2020). How the science of reading informs 21st‐century education. Reading research quarterly, 55, S267-
S282.

National Reading Panel (US), National Institute of Child Health, & Human Development (US).
(2000). Teaching children to read: An evidence-based assessment of the scientific research literature on
reading and its implications for reading instruction: Reports of the subgroups. National Institute of Child
Health and Human Development, National Institutes of Health.

Reimers, F.M. (2022). Learning from a Pandemic. The Impact of COVID-19 on Education Around the World.
In: Reimers, F.M. (eds) Primary and Secondary Education During Covid-19. Springer, Cham.
https://doi.org/10.1007/978-3-030-81500-4_1

Balinas, E. S., Rodriguez, J. R., Santillan, J. P., & Valencia, Y. C. (2017, October). Remedial
reading program of AUF-CED: Best practices and impact. In 4th Asia Pacific Education
Conference (AECON 2017) (pp. 83-93). Atlantis Press.
Casingal, C. P. (2022). Efficacy of Phil-IRI and remedial classes for Filipinos at the intermediate
level. Journal of Sustainable Business, Economics and Finance, 1(2), 47-59.

COVID-19 scale of education loss ‘nearly insurmountable,’ warns UNICEF. (2022, January 23).
Press release. Retrieved December 4, 2024, from https://www.unicef.org/press-releases/covid19-
scale-education-loss-nearly-insurmountable-warns-unicef

Demombynes, G. (2023). Learning poverty at the local level in Colombia. World Bank.

DuPaul, G. J., Morgan, P. L., Farkas, G., Hillemeier, M. M., & Maczuga, S. (2016). Academic and
social functioning associated with attention-deficit/hyperactivity disorder: Latent class analyses of
trajectories from kindergarten to fifth grade. Journal of Abnormal Child Psychology, 44, 1425-
1438.

Elleman, A. M., & Oslund, E. L. (2019). Reading comprehension research: Implications for
practice and policy. Policy Insights from the Behavioral and Brain Sciences, 6(1), 3-11.

Figuracion, V. C., & Ormilla, R. C. G. (2021). The word reading performance of grade V pupils
through a library hour program in the Philippines. EDUCATUM Journal of Social Sciences, 7(1),
95-103.

Miguel, J. (2024). Unlocking the path to reading proficiency: Effectiveness of an 8-week reading
remediation program on Grade 7 students of Marilog High School of Agriculture. Dalubhasang
Guro, 1(1).

National Reading Panel (US), National Institute of Child Health, & Human Development (US).
(2000). Teaching children to read: An evidence-based assessment of the scientific research
literature on reading and its implications for reading instruction: Reports of the subgroups.
National Institute of Child Health and Human Development, National Institutes of Health.

Petscher, Y., Cabell, S. Q., Catts, H. W., Compton, D. L., Foorman, B. R., Hart, S. A., ... &
Wagner, R. K. (2020). How the science of reading informs 21st‐century education. Reading
Research Quarterly, 55, S267-S282.

Reimers, F. M. (2022). Learning from a pandemic: The impact of COVID-19 on education around
the world. In F. M. Reimers (Ed.), Primary and Secondary Education During COVID-19 (pp. 1-
12). Springer. https://doi.org/10.1007/978-3-030-81500-4_1

Senechal, M. (2006). Testing the home literacy model: Parent involvement in kindergarten is
differentially related to grade 4 reading comprehension, fluency, spelling, and reading for pleasure.
Scientific Studies of Reading, 10(1), 59-87. https://doi.org/10.1207/s1532799xssr1001_4

Snowling, M. J., Hulme, C., & Nation, K. (2020). Defining and understanding dyslexia: Past,
present, and future. Oxford Review of Education, 46(4), 501-513.
https://doi.org/10.1080/03054985.2020.1765756

Twenge, J. M., & Campbell, W. K. (2018). Associations between screen time and lower
psychological well-being among children and adolescents: Evidence from a population-based
study. Preventive Medicine Reports, 12, 271-283.

Vaughn, S., Boardman, A., & Klingner, J. K. (2024). Teaching reading comprehension to students
with learning difficulties. Guilford Publications.

Vaughn, S., Denton, C. A., & Fletcher, J. M. (2010). Why intensive interventions are necessary for
students with severe reading difficulties. Psychology in the Schools, 47(5), 432-444.