The purpose of this study, "MaKaPaSa" aims to evaluate the effectiveness of a strategic reading intervention in improving students' reading skills, addressing comprehension difficulties, and enhancing digital literacy to meet the demands of the Matatag Curriculum. This action research was conducted at Kaysuyo National High School during the S.Y. 2024–2025 first semester. It focused on learners from Grades 7 to 10 who needed a reading intervention. The study used purposive sampling, PHIL-IRI pre and post assessment, digitized reading materials, and Google Forms for weekly reading sessions and assessments. Data were gathered, analyzed using frequency and t-test, and aimed to evaluate the effectiveness of the intervention in improving reading skills. The study analyzed the effectiveness of the MaKaPaSa strategic reading intervention plan based on Phil-IRI pre- and post-test scores. Results showed a significant improvement in reading skills (t-value=11.8005, p=0.00001), with 10 out of 18 students increasing their scores to or above the baseline of 28/40. Despite challenges in adapting to digitized materials and technology-based assessments, the use of digital tools enhanced learning and supported students' reading development. The intervention aligned with DepEd’s efforts to improve reading proficiency. The intervention showed significant improvement in reading, with 10 out of 18 students scoring at or above the baseline. However, many struggled with digital tools, indicating a need for tech support. Recommendations include digital training, follow-up sessions, and extending the intervention.
