This special project was born out of a need to address the learning gaps in reading skills of children housed at the LifeChild Asia Foundation, a non-profit organization located in Silang, Cavite. The foundation caters to orphaned children, many of whom come from challenging socio-economic backgrounds. Among the residents, four children, aged 7 to 12, were struggling with reading, making it difficult for them to transition into formal schooling. The urgency of this situation necessitated a targeted intervention to help these children acquire fundamental literacy skills before the start of the incoming school year.
To address these needs, the project aimed to conduct a series of reading classes for the children, where instructional materials will be designed and music will be used as a tool. It was also inspired by the concept of MMT (Musical Mnemonics Training). This was particularly important as initial assessments revealed that the children had minimal phonemic awareness and were struggling with letter-sound correspondence, foundational elements of reading. Additionally, the children’s backgrounds—marked by instability and limited access to formal education—created behavioral challenges that required creative, engaging solutions to keep them motivated and focused.
The reading intervention was designed using the ADDIE model of instructional design, which allowed for a structured yet flexible approach to curriculum development. Music, a powerful memory and motivational tool, was integrated into the lessons to create an enjoyable and effective learning experience. CVC flashcards, Read & Color worksheets, and A-Z worksheets were used to reinforce phonemic skills, building up the children’s reading fluency step by step.
LifeChild Asia Foundation is a small non-profit organization that provides a home-like environment for orphaned and abandoned children. At the time of the project, it housed eleven children, four of whom were identified as needing urgent reading intervention. The institution was chosen as the project site due to its clear need for targeted educational support, especially in foundational literacy, which the children were lacking.
The learning environment was informal and flexible. Lessons were conducted in the living room of the orphanage, which was a modest, multi-purpose space. The room was approximately 20 square meters in size and lacked traditional educational tools like desks, whiteboards, or projectors. Instead, the space was furnished with chairs and a low table, and materials such as flashcards, worksheets, and musical instruments were used during the sessions. The simplicity of the environment highlighted the need for creative, low-tech instructional methods, such as music and hands-on activities, to engage the learners.
The foundation did not follow a formal curriculum but focused on the general well-being of the children, with informal educational activities led by house parents and occasional volunteers. Education at the orphanage was typically unstructured, with no specific time allocated for formal learning. The children attended school outside the foundation, but due to their reading difficulties, they struggled to keep up with their peers in formal education settings.
Interviews with the house parents and social workers highlighted the behavioral and academic challenges faced by the children. The four target learners, in particular, had been flagged for significant delays in reading development. The staff acknowledged the need for a structured yet engaging intervention that could motivate the children while addressing their specific learning needs.
The four target learners were children aged 7 to 12 years old, two girls and one boy in the younger group, and one older girl. They came from disadvantaged socio-economic backgrounds and had little exposure to early literacy development. Their reading levels were well below their age group, with two of the children still struggling with phonemic awareness and basic letter recognition.
Initial assessments conducted through informal observations and pilot testing revealed varying levels of readiness. The two older girls had some phonemic awareness and could decode simple CVC words, while the younger children struggled significantly, often confusing letter sounds. The learners were highly energetic but had short attention spans and needed frequent breaks or changes in activity to stay engaged. Culturally, the children responded well to music, often singing during playtime, which reinforced the decision to use music as a core instructional tool.
Observations from initial pilot sessions showed that the children responded best to hands-on, interactive activities, particularly those involving music. Behavioral challenges were noted, particularly with the youngest boy, who struggled with focus and disrupted the learning environment. However, the positive reinforcement of music proved to be an effective motivator, for the children showed excitement and increased engagement when phonemic sounds were incorporated into songs.