Effectiveness of Project Rise: A Literacy Program for Grades II to IV

Abstract

INTRODUCTION

This action research focused on the effectiveness of Project Read Independently, Succeed Early (RISE). It was intended for the pupils of Hacienda Elementary School from Grades 2 to 4 to improve the reading abilities of the pupils in Mother Tongue, Filipino and English. This action research was financially supported by the Department of Education through the Basic Education Research Fund (BERF).

METHODS

This action research made used of descriptive survey method. There were three sources of data to complete this action research. The first was the result of the reading assessment conducted at the beginning of the school year using the Phil-IRI. The results of the pre-test and post-test served as the second sources of data. The third source was the recommendations of the teachers teaching in the Primary Grades.

RESULTS

During the post-test, the literacy level of the Grade II pupils was considered to fall under frustration level although there were 6 pupils who made it to instructional level and 2 of them became independent readers. In Grade III, the pupils have a literacy level which fell between frustration and instructional levels. Only two pupils became independent readers. In Grade IV, the pupils under Project RISE have a literacy level of frustration but the researchers were able to note that there were 5 pupils who made it to the instructional level and 10 pupils became independent readers.

DISCUSSIONS

The class advisers of the primary grades recommended the following to improve the booklet: make the cover more colorful; provide colorful and interesting pictures to get the attention of the pupils; the phrases and sentences included in the booklet must be familiar with the pupils because they are the pupils-at-risk; and the pictures and the words included must be familiar with the pupils especially on the first few pages. They also provided recommendations to improve the reading sessions. These are the following: assessment must be given weekly to monitor the children's progress; pupils under Project RISE may be included in the feeding program because they are also underprivileged; the best time for reading is in the morning while the pupils are still eager to learn, and well-performing pupils should receive incentives for others to be inspired to learn how to read.