Project RWT and the Word Recognition Skills of Grades 3 and 4 Learners of Gen. Aguinaldo Elementary School – Annex

Gelimar D. Sedano, Teacher III, Gen. Aguinaldo Elementary School Annex

ABSTRACT

This research aimed to enhance the word recognition skills of Grades 3 and 4 learners of Gen. Aguinaldo Elementary School – Annex using the Project Reading Word Tutorial (RWT) as an intervention. A comparative design of the research was used. The data were gathered using a 30-item teacher-made pre-test and post-test on word recognition that was administered before and after the utilization of Project RWT. The respondents of the study were the 30 grades 3 and 4 Saffron learners using the total enumeration technique. Mean and Standard Deviation were used to answer the average score of respondents on word recognition while a non-parametric 2-related samples test was used to evaluate the differences between the pre-test and post-test before and after using the intervention. Meanwhile, Rosenthal's (1994) formula was used to compute the effect size of Project RWT and interpreted using Cohen's (1998) criteria. The study revealed that there is a significant difference in the average scores of learners before and after using the intervention with a pre-test mean of 11.43, a standard deviation of 6.14, and a post-test mean of 19.23, a standard deviation of 6.69 respectively, and z=4.64, p < 001. It further revealed that the effect size computed is 0.599 interpreted as a large effect.

Keywords: word recognition skills, reading, sight words

Year: 2023

posted on September 9, 2023

How to Cite

Sedano, G. (2023). Project RWT and the Word Recognition Skills of Grades 3 and 4 Learners of Gen. Aguinaldo Elementary School – Annex. Saringit, 3(1), 104-108.

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