The process of learning to read involves many different skills and various mental processing milestones. It isn't as simple as knowing one's letters and being able to recite by rote; it also requires pattern recognition, cognitive understanding and maturity. By teaching your child through their dominant sense, you will enable your child to have a deeper understanding of the process and therefore master the skills necessary faster. Pupils' performance is profoundly shaped by the ability to understand how to read. Reading as a field of teaching is considered one of the important areas of teaching if not actually the most important ever. The reading ability plays a central role in teaching/learning success at all educational stages. Having any difficulty in this skill will result in variety of consequences in all subjects of study, since reading includes a variety of sub-skills. The importance of understanding the nature of good reading materials and strategies to the performance of the pupils in the primary level has been an issue. It is important to work with various strategies in teaching how to read for the beginner's as it is the foundation that leads them to have a good reading performance.

The study aimed to assess to find out the effectiveness of the Hakbang sa Pagbasa reading materials and pupils performance which would be the basis of proposed localize learning materials of Amparo Elementary School year 2018- 2019.

This study utilized the descriptive method in line with the concern of this research to enhance the reading level of grade two pupils through Hakbang sa Pagbasa reading assessment tool.

To determine the sample size, the respondents were the selected non- readers based on the pre-test and post-test result of Hakbang sa Pagbasa reading assessment tool.

The researcher conducted an interview guide questionnaire to teachers and documentary analysis of Hakbang sa Pagbasa list of identified activities taken from Hapag that was utilized to be administered and to be proper implemented to grade two non-reader pupils.

To conceptualize a localized learning material to address the needs of the learners. The reading program aimed to develop and improve the reading level of the pupils.

Significant difference between the post-test scores and the pre-test were used. The computed t-test value was 14.28571 to 75%. This implies that the aforementioned reading program contributed significant improvement on the reading capability of Grade two pupils.

On the consolidated data on the challenges encountered in the implementation of the reading remediation programs. Level of readiness of the students was in rank 1 with a rating of 83.33 among the challenges encountered by the teachers. Support from the family was in rank 2 with a rating of 78.33. Time allotment for reading remediation program was in rank 3 with a rating of 61.66. Attention Span of the student was in rank 4 with a rating of 58.33. Motivation for the student to participate was in rank 5 with a rating of 53.33. Place not conducive was in rank 6 with a rating of 48.33.

Based on the result of the study with so many struggling readers with various reading difficulties, it is imperative that teachers should not only identify struggling readers but should know the best reading remediation practices. The literature was reviewed in an effort to find the best, effective practices to intervene with students who are at risk of reading disabilities. It is essential for students to get the proper reading remediation and strategies they need for them to find accomplishment in the classroom. Achievement in reading can affect success in every subject area in a child. The proposed localized reading materials could be a big help.