Catch-up Friday held significant value in informing educational practices by offering evidence-based insights for refining literacy programs. Understanding the impact of Project REDE led to the enhancement of literacy strategies and interventions, ultimately improving reading outcomes among the target population. This study was conducted to measure the effectiveness of project REDE in cultivating reading habits. Specifically, it aimed to determine the reading test scores of Grade V male and female pupils from the Project REDE. Determine the reading habits of Grade V male and female pupils and to determine the influence of test scores of Grade V male and female pupils from Project REDE to their reading habits. In conducting this study, the researcher asked permission from the school principal of Amazion Elementary School, Kidapawan City, to allow the researcher to conduct the study and include the chosen students as respondents. Documentary analysis was used with a standard instrument from the DepEd to gather the reading test scores of Grade V pupils and a reading habits survey taken from TeachersPayTeachers.com. The data revealed that both genders showed engagement in reading and instructional-level performance in oral skills, female students outperformed males in silent reading. Correlation between test scores and reading habits varied between genders, with weaker correlations observed for females in oral word recognition. Project REDE positively impacted reading habits, especially among intrinsically motivated female students who also outperformed males in oral recognition, silent reading, and listening. The study revealed variations in reading performance and habits between genders.  This underscores the need for gender-sensitive teaching strategies.  While both genders showed engagement and achieved instructional-level performance in oral skills, the disparity in silent reading and oral word recognition necessitates differentiated instruction to address these specific areas.