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Boosting Grade 3 Reading Skills

This document summarizes a project called Project PBB which aimed to increase the reading level of grade 3 pupils in the Philippines. The project found that many pupils were not reading at their grade level due to factors like frequent absences, lack of reading practice at home, and insufficient reading materials. To address this, the project implemented interventions like reading remediation during free periods, providing more reading materials, establishing reading time commitments at home, and conducting home visits. These interventions successfully increased the number of non-sentence readers who became sentence readers from 37 to 33 pupils, meeting the project's goal. The results showed that needs-based interventions targeting specific reading abilities can improve outcomes. The project recommends continuing the interventions, especially peer tut

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4 views2 pages

Boosting Grade 3 Reading Skills

This document summarizes a project called Project PBB which aimed to increase the reading level of grade 3 pupils in the Philippines. The project found that many pupils were not reading at their grade level due to factors like frequent absences, lack of reading practice at home, and insufficient reading materials. To address this, the project implemented interventions like reading remediation during free periods, providing more reading materials, establishing reading time commitments at home, and conducting home visits. These interventions successfully increased the number of non-sentence readers who became sentence readers from 37 to 33 pupils, meeting the project's goal. The results showed that needs-based interventions targeting specific reading abilities can improve outcomes. The project recommends continuing the interventions, especially peer tut

Uploaded by

Kaytapos ES
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

PROJECT PBB: PAGPAPABILIS BUMASA NG BATA

MA. THERESA F. ALANO

ABSTRACT

Reading is a very crucial skill every learner needs to develop and master at a certain level,

depending on reading standards and his prerequisites, in order to acquire other or higher forms of

literacy. When reading gaps exist, learning deficiencies in subject areas will also increase and thus

affecting his development and achievement.

In this Continuous Improvement Program (CIP), Project PBB (Pagpapabilis Bumasa ng

Bata), its main objective is to to attain 75% increase in the number of non-sentence readers among

Grade 3 pupils.

In this program, the pupils reading profiles particularly the Phil-IRI pre-test results and

Dolch Reading Assessment tests were analyzed. Questionnaire Checklist were also administered

and responses were gathered through interviews.

To analyze the existing process and implement program interventions, SIPOC was used.

With the identification of priority improvement areas, solutions were crafted and weighed in the

Decision Matrix.

This project revealed the following reasons why the pupils were below reading level:

pupils’ frequent absences; no reading follow-up at home, insufficient reading materials; teacher is

busy with other school work and no allotted reading time in class program.
To address the probed reasons, the following interventions were done: reading remediation

by vacant teachers in the morning and in the afternoon; provision of appropriate reading materials;

creating reading time commitment at home; boosting peer tutoring; and home visitation, interviews

and monitoring.

Through the implementation of the interventions, the target of 75% increase was

successfully obtained. Out of 37 non-sentence readers, 97% or 33 pupils become sentence readers.

The remaining three percentage or four pupils become phrase and word readers from syllable

readers by the end of the program.

The results showed that with the implementation of needs-based interventions and targeting

specific reading ability success will be obtained. For the closure of the project, the following

recommendations were suggested: continuous implementation of suggested interventions

particularly peer tutoring and provision of appropriate reading materials; and lengthen the reading

time commitment at home from 30 minutes to one hour on a daily basis.

With the success of the Project PBB, it is also recommended to implement the project in

other grade levels and to also conduct intensive individual reading profiling of pupils in all levels

to have authentic assessment in their reading needs.

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