International Journal of Membrane Science and Technology, 2023, Vol. 10, No. 2, pp 1522-1528 1522 Assessing the Project Reading Enhancement and Development Initiatives in the New Normal for Grade-Schoolers (Readinng) Implementation: A Focus on Learners’ Reading Proficiency Trixie E. Cubillas * Caraga State University, Butuan City, Philippines; E-mail: tecubillas@carsu.edu.ph Abstracts: This study intended to ascertain the pupils’ proficiency in reading after having participated in the reading intervention project “READINNG” or Reading Enhancement and Development Initiatives in the New Normal for Grade- schoolers. It utilized the Functional Literacy Assessment Tool (FLAT) for Functional Literacy Assessment tool to ascertain the level of reading performance of the pupils as well as their extent of improvement after the implementation of READINNG. There were 38 participants in the study who were the target beneficiaries of the intervention project. They are from the extension partner school of Caraga State University-College of Education. Data revealed that before the intervention, the level of proficiency of the Pupils in reading Filipino is mostly on the Nothing level, hence intervention is needed. However, after the implementation of READINNG, there are 15 pupils who can read at Paragraph Level, 8 at Story Reading level, and 5 at Story Comprehension and no one is registered at Local Material Level and none are identified as LSENs. Also, a significant improvement is found in the pupils' level of reading proficiency in English after utilizing the Pupil Reading Intervention Materials. The data further imply that the level of proficiency of the pupils in reading in both Filipino and English increased. Hence, READINNG as intervention can improve the pupils’ level of proficiency in reading. Keywords: Functional Literacy Assessment Tool, Intervention Project, Level of Reading Proficiency, Reading Intervention Project. 1. INTRODUCTION Researchers note that early readers not only become lifelong readers, but also lifelong learners. Longitudinal studies have shown that early readers continue to get higher grades than their peers through grade school [1]. Word Recognition and speed are skills in reading that lead to accuracy and the future development of automaticity in other reading levels. Reading levels may include perceptual, phonological, orthographic, and morphological processes at the letter-, letter-pattern-, and word level, as well as semantic and process at the word level and connected-text level [2]. Recognizing the significance of reading skills, teachers who are handling elementary school pupils have to double their efforts to make them effective and functional readers and such efforts require regular face-to-face teaching of pupils. However, with the threat posed by COVID-19, this reading scheme becomes impossible. In the Philippines, issues regarding pupils’ reading proficiency are common among schools. Also, aside from the issue of the reading, the dearth of supplementary materials for reading adds up to the list of the problem faced by the Department of Education. It is a known fact that Instructional materials (IMs) should be considered as essential learning tools for they allow learners to interact with words, images, and ideas in ways that develop their abilities in multiple skills. In teaching, IMs are considered the primary source of convenience and confidence for teachers. Thus, they must be made with all proper and serious considerations. With these issues being said, the need to come up with reading intervention initiatives is never a choice but a must. Reading Enhancement and Development Initiatives in the New Normal for Grade-schoolers (READINNG) is entrenched on the CEd-AGAK Center agenda that is to help promote quality education in the new normal. This is under the umbrella of the extension program EDUCATION or Enhancing Deftness in the Utilization of Appropriate Technology and Intervention for Optimal Nurturing in Caraga which basically aims to improve the competence of every individual with appropriate strategies that fully support literacy and quality education in general.