ABSTRACT
Learning to read is a fundamental skill that a learner should acquire to engage himself not only in school but in the community as well. Reading proficiency is someone’s essential tool to become a productive individual. Without having fluency in reading, it would be very hard for a student to live in this digital world. Thus, reading proficiency becomes a foundation to secure academic success that affects student’s performance in every subject.
Unfortunately, many students are struggling to learn how to read due to different challenges and factors that affect their reading ability, especially in the early grades. This is the reason for crafting a reading initiative for Grade three learners of Balayan East Central School entitled “Project BEAR” which stands for Building Enthusiastic Activities to reach excellence in Reading, a specialized reading intervention program. This study centers on the 83 struggling readers in the third grade. The aim of this action research is to prove how effective Project Bear is.
This action research paper will discuss the effectiveness of Project BEAR, its mixed-methods approach rooted on how to improve the result of the Pre and Post tests of CRLA (Comprehensive Reading and Literacy Assessment) to evaluate reading fluency and comprehension, along with qualitative data collected from students and parents’ interviews and teacher observations. The results indicate a notable enhancement in both reading fluency and comprehension among the students involved, underscoring the success of Project BEAR’s comprehensive strategy. The paper concludes with suggestions for applying Project BEAR in other educational contexts and encourages further research into its long-term effects.
CONTEXT AND RATIONALE
The Department of Education (DepED) issued DepEd Order No. 45 S. of 2002, reiterates the NO READ NO PASS POLICY, enforces the policy that every child should be a reader by Grade 3 and that no pupil shall be promoted to the next higher grade unless he or she manifests mastery of basic literacy skills. It was enforced for grade 2 students to be promoted to grade 3 that the child should be able to read in Filipino, and for grades 3 and up, both English and Filipino.
In line with this DepEd Order, Grade Three teachers and the School Reading Coordinator of Balayan East Central School, Balayan Sub-Office, collaboratively designed a reading program that could address the problem for struggling readers of incoming grade three students. Project BEAR (Building Ethnic Activities to reach excellence in Reading for Grade 3 struggling readers) was launched this school year 2024-2025 as a year-round reading intervention program to address the challenges and anxieties faced by third-grade students struggling with literacy.
Project BEAR addresses the gaps in this current research by providing a comprehensive, targeted approach to boost reading proficiency among Grade 3 struggling readers. By integrating evidence-based strategies and interventions, Project BEAR aims to:
1. Improve the reading proficiency of 83 struggling readers in Grade Three.
2. improve phonemic awareness: Help the Grade three learners recognize and manipulate sounds in spoken words.
3. Enhance motivation and engagement through multisensory approaches.
4. To expand vocabulary: Introduce new words through context and direct instruction.
5. To build reading fluency: Increase the ability to read with speed, accuracy, and proper expression
6. Provide differentiated instruction and individualized support.
7. To foster love for reading: Encourage students to enjoy reading through engaging and diverse materials.
Project BEAR is grounded in the belief that a supportive and nurturing learning environment is crucial for fostering a love of reading and promoting academic growth. The program draws inspiration from the comforting and reassuring presence of a teddy bear, symbolizing a safe space where students feel supported, understood, and empowered to overcome their reading challenges. Through a combination of engaging activities, personalized support, and a focus on building confidence, Project BEAR seeks to foster a love of reading, enhance comprehension skills, and ultimately improve reading proficiency among eighty-three (83) struggling third-grade readers.
Children's reading proficiency is the key to knowledge. It is, therefore, important that students be encouraged to inculcate the spirit of reading. It was observed during the CRLA assessment that there was a gap in the reading skills of grade three learners. Reading skills are a vital part of their everyday lessons. Based on the post results of Comprehensive Rapid Literacy Assessment (CRLA), there were total of 83 Struggling, 67 Slow, 60 Average, 107 Fast Readers in Grade Three this school year 2024-2025.
Drawing inspiration from the comforting and supportive nature of a teddy bear, the program aims to create a safe and nurturing learning environment where students feel empowered to overcome reading difficulties.
The transition from third to fourth grade marks a significant shift in reading expectations. Students are expected to transition from learning to read to reading to learn, requiring a more sophisticated understanding of text and a higher level of reading fluency. For students struggling with reading, this transition can be daunting and horrifying, leading to anxiety, frustration, and a disengagement from learning. Project BEAR recognizes the importance of addressing these emotional and academic challenges. It is paramount to all young readers to ensure they could succeed in their reading journey.
This has motivated the researchers to conduct a study focusing on the enhancement of the literacy skills through Project BEAR as an approach to uplift the reading proficiency among eighty-three third grade struggling readers in Balayan East Central School.
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