Project HAPPY

Reading is a crucial skill that affects learners’ success in all subjects. However, 2 learners in Grade 1 are syllable reader only.

These show up their low-test scores, poor classwork, and less participation in reading activities. Despite the teacher’s efforts with various reading activities.

To achieve proficiency by focusing on positive reinforcement learning environment that yields continual growth in learners’ reading abilities.

LEARNERS

• Low self-esteem
• Lack of interest in reading
• Attitude

TEACHERS

• Pressure  to meet her goal( 100%-word reader)
• Providing individualized attention

PARENTS

• Helplessness
• Lack of support
• Parenting style

 

BARANGAY OFFICIALS

• Resource allocation
• Communication

Reading of words consisting 1-2 syllables

Reading with partners

Barangay council doing reading in the Barangay

Reading the donated story books

Students from Saint Louis University to conduct reading program in the school

Young learners, particularly those who struggle with reading, often have shorter attention spans. Keeping them engaged during reading sessions can be difficult, especially when progress feels slow.

Some learners may not receive adequate support for reading practice at home, whether due to parents’ lack of time, or understanding of how to help.

Learners who have reading difficulties may exhibit behavioral issues, such as resistance to participating in reading activities and disruptive behavior.

Human resources – Parental involvement for follow up at home.

Material resources – such as story books suited to their age, activity sheets

Facilities

Source:

MOOE, Donation from Partners

The progress of the project will be evaluated through assessment every quarter using assessment tools such as checklist, progress monitoring logs (tracking of reading skills), parent communication logs (Records of interaction with parents regarding the learning habits and progress )and, Evaluation report (format for summarizing the results of the intervention).