Project CARD (Comprehensive Assessment in Reading Development): A Reading Program for the Grade 7 Students of the Kaysuyo National High School for the School Year 2018-2019
Keywords:
reinforcement, assessment, best practices, intervention, stakeholders,Abstract
INTRODUCTION
Department of Education adheres more cooperation, innovative and globally ready, wide and long partnership among schools. Department of Education order no. 44 s. 2016 explains that the program aims to provide positive and relevant results among the schools having a partnership which are means of having an effective school.
Project CARD (Comprehensive Assessment in Reading Development) was implemented through the collaborative effort of Kaytitinga National High School as the Leader School and Kaysuyo National High School as the Partner School. CARD aims to assess and identify the reading level of grade 7 Students as well as determine the priorities of the partner schools and what interventions and best practices the leader school can share or suggest. The leader school shared their best practices in dealing with finding and gaining the trust and confidence of stakeholders who can help during the conduct of the project and the process of how the program will best be implemented.
METHODS
MethodologyThe researcher used a mixed method type of research. It involved descriptive, qualitative, and face to face research design. This is appropriate to determine the student's reading performance. All Grade 7 studentswere given a PHIL-IRI Reading Materials to identify the reading and comprehensive skill level of the students.
RESULTS
RESULT/FINDINGS/SALIENT POINTS:
The SSP Team evaluated all the raw scores properly. In addition. The results were validated through the informal interview with the learners and parents. They are thankful and positive for the conduct and outcome of the project.
DISCUSSIONS
Based from the pretest of week 1 to post-test of week 12, frustration level was deceased of 3% while the result for instructional level also decreased of 17% that made an impact of 9% increased for students on Independent level for SILENT READINGFor Oral Reading (from week 1 pre-test to week 12-post-test), the graph shows that on frustration level there was a decrease of 9%, but the instructional level has significantly increase of 2 % from the pre-test of the first week and finally, a 5 % has significantly increased fall on Independent level
