The project attached hereto entitled “10 Minute Daily Reading Habit NG MGA Bulilit: A Kindergarten Reading Readiness Intervention Program” by Lina C. Bejiga 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.
Table of Contents
1. CONTEXT AND RATIONALE OF THE PROJECT
2. INNOVATION AND STRATEGIES EMPLOYED
3. Presentation of Data Gathered, Results and Reflections
4. Advocacy and Action of the program
5. Implementation: June 2017-September 2017
6. Evaluation
Research Objectives and Focus Areas
This research evaluates the efficacy of the "10 Minute Daily Reading Habit Ng Mga Bulilit" intervention program at El Salvador City Central School, specifically aiming to enhance the reading readiness of kindergarten learners regarding letter recognition, syllabication, and word reading proficiency.
- Baseline assessment of kindergarten reading readiness using the Marungko Approach.
- Implementation of a 10-minute daily remedial reading intervention.
- Analysis of student progress in letter, sound, and symbol recognition over a three-month period.
- Evaluation of stakeholder collaboration, including parents and teachers, in fostering a conducive learning environment.
- Measurement of syllabication and word-reading performance improvements.
Excerpt from the Research Study
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.
Summary of Chapters
CONTEXT AND RATIONALE OF THE PROJECT: This chapter establishes the critical importance of early literacy for academic success and outlines the need for the school-based intervention program.
INNOVATION AND STRATEGIES EMPLOYED: This section details the creation of the 10-minute daily reading habit, designed specifically as a remediation strategy using the Marungko approach.
Presentation of Data Gathered, Results and Reflections: This chapter provides statistical tables and analysis regarding the initial reading deficits and subsequent improvements among students.
Advocacy and Action of the program: This section outlines the procedural steps taken, including pre-testing and the collaborative efforts between school stakeholders.
Implementation: June 2017-September 2017: This chapter describes the operational timeline and the collaborative engagement of teachers and parents during the implementation phase.
Evaluation: This final chapter synthesizes the outcomes, confirming the positive impact of the program on learners' reading readiness and advocating for its sustainability.
Keywords
Kindergarten, Reading Readiness, Marungko Approach, Intervention Program, Literacy Skills, Academic Success, Parental Involvement, Syllabication, Word Recognition, Early Childhood Education, Remediation, El Salvador City Central School, Student Performance, Monitoring, Educational Innovation.
Frequently Asked Questions
What is the primary focus of this research?
The research focuses on the effectiveness of a targeted 10-minute daily reading intervention program designed to improve the foundational reading skills of kindergarten students.
What is the core research objective?
The goal is to determine if the "10 Minute Daily Reading Habit" increases reading readiness, specifically in letter recognition, syllabication, and word reading.
Which methodology was utilized in this study?
The study utilized a pre-test and post-test design using the Marungko Reading Readiness Test, combined with descriptive statistics and focused-group discussions to track learner progress.
What are the key thematic areas addressed?
Key themes include early childhood literacy, the impact of teacher-parent partnerships, remedial instructional strategies, and the importance of monitoring in educational programs.
What does the main body of the work cover?
The main body covers the baseline assessment, the implementation of the intervention, statistical data on learner growth, and reflections on the program’s overall effectiveness.
Which keywords characterize this study?
The study is characterized by terms such as Kindergarten, Reading Readiness, Marungko Approach, and Parental Involvement.
What did the data reveal regarding student progress?
The data revealed a significant decrease in the number of students unable to recognize letter sounds and symbols, with a marked increase in the number of children capable of reading syllables and words after four months.
How did parental involvement influence the program?
Parental involvement was identified as a vital factor, with parents contributing to the preparation of instructional materials and fostering a supportive, conducive learning environment at home.
Is the program intended to be sustainable?
Yes, the author emphasizes the need for continuous support from internal and external stakeholders to ensure the long-term sustainability and potential replication of the program in other schools.
- Arbeit zitieren
- Lina Bejiga (Autor:in), 2017, 10 Minute Daily Reading Habit NG MGA Bulilit. Kindergarten Reading Intervention Program, München, GRIN Verlag, https://www.grin.com/document/437706
