Authors : Gregory H. Forte; Manuel V. Estera

Volume/Issue : Volume 11 - 2026, Issue 1 - January

Google Scholar : https://tinyurl.com/577rvree

Scribd : https://tinyurl.com/y5xzfkky

DOI : https://doi.org/10.38124/ijisrt/26jan214

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study investigates the reading performance of elementary pupils actively engaged in sports activities, with the aim of developing a targeted reading intervention plan. Recognizing the growing emphasis on holistic education, which encourages both academic excellence and physical development, the research explores the potential impact of sports participation on pupils’ reading comprehension, fluency, and overall literacy skills. Using a mixed-methods approach, data were gathered through standardized reading assessments, teacher interviews, and pupil surveys from selected public schools. The findings revealed significant variations in reading performance between pupils with high levels of sports involvement and their non-sporting peers, highlighting key factors such as time management, cognitive load, and motivation. The study concludes that while sports can contribute positively to certain aspects of a pupil’s development, they may also present challenges to academic performance if not balanced appropriately. Based on the results, a comprehensive reading intervention plan is proposed, incorporating time-efficient literacy strategies, parental involvement, and teacher-led reading support tailored to the needs of student-athletes. This plan aims to bridge the gap between academic and extracurricular pursuits, fostering a more integrated approach to student development.

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