Project PBB: Pagpapabilis Bumasa ng Bata

Abstract

INTRODUCTION

Reading is a very crucial skill every learner needs to develop and master at a certain level, depending on reading standards and his/her prerequisites, in order to acquire other or higher levels of literacy. When reading, gaps exist and learning deficiencies in subject areas will also increase and thus affecting ones’ development and achievement.

With this, Continuous Improvement Program’s (CIP) and Project PBB’s (Pagpapabilis Bumasa ng Bata) main objective is to attain 75% increase in the number of non-sentence readers among Grade 3 pupils.

METHODS

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.

RESULTS

This project revealed the following reasons why the pupils were below reading level: pupils' frequent absences, no reading follow-up at home, insufficient reading material, 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.

DISCUSSIONS

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.

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.