Reading is one of the most important skills that learners need to develop during the early years of schooling. Recognizing the need to address reading difficulties among Key Stage 1 learners, Trece Martires City District I implemented Project GEM (Give, Empower, Mobilize) during School Year 2025–2026. This study examined the reading status of learners before and after the implementation of the project and described the changes observed in their reading performance.
A total of 1,779 Grade 1 to Grade 3 learners participated in the study. The learners included those who were identified through initial assessment as needing varying levels of reading support. The Comprehensive Reading and Literacy Assessment (CRLA) was used to determine their reading status. Baseline and succeeding reading assessments were used to monitor changes in the learners’ performance throughout the implementation of Project GEM.
Before the intervention, 680 learners (38.2%) were classified as Full Refresher, 478 (26.9%) as Moderate Refresher, and 621 (34.9%) as Light Refresher. No learner was classified as Grade Ready at the beginning of the program. After implementation, Full Refresher learners decreased to 340, Moderate Refresher learners decreased to 388, and Light Refresher learners decreased slightly to 615. At the same time, 436 learners (24.5%) were classified as Grade Ready.
The results indicate a positive movement in the reading status of the participating learners. The reduction in the number of learners in the lower reading categories, together with the emergence of learners in the Grade Ready category, suggests that Project GEM contributed to improved reading development. The findings also point to the importance of providing appropriate reading materials, strengthening teacher support, sharing effective reading practices, and regularly monitoring learner progress. The study recommends sustaining and strengthening Project GEM through continued teacher support, adequate reading resources, regular assessment, and stronger participation of parents and community stakeholders.
- Arbeit zitieren
- Joefel Horca (Autor:in), 2026, Hands-On, Minds-On: An Assessment of the Impact of Project GEM on Key Stage 1 Pupils of Trece Martires City District I, München, GRIN Verlag, https://www.grin.com/document/1766649
