10 Minute Daily Reading Habit NG MGA Bulilit. Kindergarten Reading Intervention Program


Project Report, 2017
17 Pages, Grade: Kindergarten

Excerpt

Table of Contents

ACKNOWLEDGMENT

ABSTRACT

CONTEXT AND RATIONALE OF THE PROJECT

INNOVATION AND STRATEGIES EMPLOYED

Presentation of Data Gathered, Results and Reflections

Advocacy and Action of the program

Implementation: June 2017-September 2017

Evaluation

BIBLIOGRAPHY

ACKNOWLEDGMENT

The Researcher would like to convey her appreciation and gratitude to all who shared their ideas and extended valuable assistance in the completion of this research study.

Dr. Agustines E, Cepe, the Schools Division Superintendent of El Salvador City for His wise ideas, continued professional assistance and guide for this research study.

To all the Kindergarten Teachers of El Salvador City Central School, parents and teacher aides for the help in the implementation and gathering of data.

For our 220 kinder pupils whom we dedicate all our undertakings and sacrifice on this study.

Above all, to GOD Almighty, for giving the researcher the strength, good health, courage, determination and wisdom.

ABSTRACT

The project attached hereto entitled “10-MINUTE DAILY READING HABIT NG MGA BULILIT”: A Kindergarten Reading Readiness Intervention Program” by Lina C. Bejiga, Principal II of El Salvador City Central School, El Salvador Misamis Oriental aims to determine the performance of the kinder learners on letter, sound and symbol recognition based on Marungko Reading Readiness Approach and identify other positive implications of the 10-minute Daily Reading Habit. A Focused-Group Discussion was conducted to gather responses from the teachers assigned in the kindergarten. The 220 kinder learners took the Marungko Reading Readiness Letters to assess the reading readiness of the respondents. A descriptive statistic such as frequency and percentage was used to treat the data gathered. Before the intervention, 173 out of 220 kinder learners can’t recognized letter sounds and symbols but after three (3) months it significantly decreased to 65 learners. It was also noted that during the implementation of the program, there were 146 learners who can read syllables and 131 who can read words.

CONTEXT AND RATIONALE OF THE PROJECT

The academic success of children in later years depends heavily upon their kindergarten readiness. The first few years of education and preparedness are the most crucial to establishing a solid foundation from which children can adopt to school system and learn successfully. During this period, children develop primary skills that form the foundation of reading (Majzub, Rohaty 2010).

The level of preparedness with which a child enters kindergarten are academic and emotional, and they rely most heavily on being prepared at home. However, not all parent has the skill to nurture related skills in children, including the ability to focus, think logically, recognize important words, demonstrate self-control and speak clearly. School’s best practices can be implemented to help teachers and parents with this, teaching them ways to incorporate and encourage basic learning skills into daily routines, games and quality times together.

Furthermore, reading readiness is an important component of formal schooling. Kindergarten children need to compete with other children in Year One of elementary school.

The purpose of this project was to determine if the school’s reading intervention program, “10 Minute Daily Reading habit Ng mga Bulilit” would increase the basic reading readiness skills of kindergarten learners in El Salvador City Central School. This focused on the learners’ performance in letters and sounds recognition, syllabication and word recognition.

This project paper attempted to determine the effectiveness of the school’s reading readiness intervention program for kindergarten; the “ 10 MINUTE DAILY READING HABIT NG MGA BULILIT”.

Based on the Marungko Reading Readiness Letters Pre test result conducted in kindergarten, June 2017, it was found out that only 47 out of 220 kindergarten learners can recognize letter sounds and symbols.

INNOVATION AND STRATEGIES EMPLOYED

This present innovation and strategy would be important as this attempted to develop the reading readiness of kindergarten of El Salvador City Central School. This focuses on Letters and Sounds recognition.

Based on the Marungko Reading Readiness Letters pre test result conducted in kindergarten, June 2017, it was found out that only 47 out of 220 kindergarten learners can recognize letter sounds and symbols.

With that result, the school developed this innovation and strategy to lessened the problem; the “ 10 MINUTE DAILY READING HABIT NG MGA BULILIT”. This is a daily reading activity of extending ten minutes after academic class for reading remediation and enhancement for kindergarten learners with collaboration of the internal and external stakeholders.

Presentation of Data Gathered, Results and Reflections

Table 1. No. of Kindergarten learners who CAN’T Recognize Letters Sounds and Symbols, Syllabicate and Recognize Words (Baseline: Marungko Reading Readiness Test, June 2017)

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Table 1 shows the distribution of kindergarten learners who can’t recognize letter sounds and symbols, can’t syllabicate and can’t recognize words in terms of section, sessions and gender.

It reveals that Clean has 41 learners who can’t recognize letter sounds and symbols, syllabicate and recognize words. Boys has 17 on am and pm sessions and girls has 24 both from am and pm sessions. For industrious, there are 21 boys both from the am and pm sessions and 22 girls, a total of 43 learners. With Merry, 29 boys (am and pm sessions) and 14 girls(am and pm), and from Happy, there are all in all 46 kindergarten learners who can’t perform the above activities, 25 from boys and 21 from girls both from the am and pm sessions.

Table 2. No. of Kindergarten learners who CAN”T recognize letters and sounds as of July 2017

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Table 2 displays the distribution of k-learners in terms of sections, sessions and gender. It shows that K-Clean has a total of 37 boys and girls who can’t still recognize letter sounds distributed from the am and pm sessions, 39 k-learners from section Industrious, 34 from section Merry and 40 from section Happy.

A difference of 23 was being observe from June 2017. These K-learners were able to level up their academic performance.

Table 3. No. of Kindergarten Learners who CAN”T recognize letter sounds and symbols as of August 2017

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Excerpt out of 17 pages

Details

Title
10 Minute Daily Reading Habit NG MGA Bulilit. Kindergarten Reading Intervention Program
Grade
Kindergarten
Author
Year
2017
Pages
17
Catalog Number
V437706
ISBN (eBook)
9783668784086
ISBN (Book)
9783668784093
Language
English
Tags
10 minute
Quote paper
Lina Bejiga (Author), 2017, 10 Minute Daily Reading Habit NG MGA Bulilit. Kindergarten Reading Intervention Program, Munich, GRIN Verlag, https://www.grin.com/document/437706

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