The journey of developing and implementing a reading intervention program for the children at LifeChild Asia Foundation was an eye-opening experience that combined creativity, theory, and adaptability. The goal was to help four children, aged 7 to 12, develop foundational literacy skills using music as a tool to aid in memory retention and learning. Over several weeks, I designed and conducted a series of sessions that aimed to develop phonemic awareness, phonics skills, and early reading fluency in a way that was engaging and enjoyable for the learners.
The design process began with a needs analysis based on initial observations of the children's reading difficulties and consultations with the house parents and social workers at LifeChild Asia Foundation. I decided to use the ADDIE model for instructional design, which provided a structured yet flexible framework to ensure that the program could be adapted to the unique needs of the children. The core materials created were a mix of musical phoneme exercises, CVC flashcards, Read & Color worksheets, and A-Z worksheets, all designed to align with the children’s developmental stage and interests.
The lessons were heavily influenced by Jean Piaget’s Cognitive Development Theory and Howard Gardner’s Multiple Intelligences Theory, as I aimed to provide hands-on, multisensory activities that catered to the children's learning styles. Music was at the heart of the instructional design, as the children responded well to musical activities during informal play. To make the learning process enjoyable, I incorporated ukulele lessons and phoneme songs, which turned reading into a rhythmic, interactive experience.
While the program initially relied on phonemic awareness through music, it evolved as I piloted different activities. For instance, during the first few sessions, I noticed that the children loved the Read & Color worksheets, which used a star-system scoring method as a positive reinforcement. This insight led me to incorporate more of these types of worksheets, as they were a hit among the learners and encouraged them to stay focused and engaged.
The actual implementation of the project took place in the orphanage’s activity area—a humble, multi-purpose space with minimal equipment. The environment forced me to be resourceful, using only flashcards, worksheets, and a ukulele. Despite these limitations, the instructional materials was well-received by the children. However, the learning sessions didn't unfold exactly as planned. Several departures from the original project plan occurred due to unforeseen challenges, particularly behavioral issues and the varying skill levels of the children.
One of the key challenges I faced was the behavioral disruption caused by the youngest boy in the group. His restlessness distracted the other learners, which made it difficult to maintain focus during lessons. In response, I consulted with the social worker, who recommended dividing the class into two groups: one for the more advanced learners and one for those struggling. This adjustment made a significant difference, allowing for more personalized instruction that catered to each child’s pace.
Additionally, I had not anticipated the participation of the other children in the orphanage, who were not part of the target group but often disrupted the sessions. As detailed in my e-journal entry, I initially viewed their presence as a hindrance, but I soon realized that these children were simply eager to learn as well. To address this, I expanded the learning activities to include all the children in the orphanage, providing extra worksheets and musical activities to keep them engaged. This shift not only created a more harmonious learning environment but also underscored the importance of flexibility and inclusivity in instructional design.
One of the most important insights I gained from this project was the effectiveness of using music as a mnemonic device. I had read about its potential in theory, but witnessing how the children responded to the phoneme songs was a powerful confirmation. For example, when I used the ukulele to teach the sounds of the alphabet, the children sang along, and the learning felt almost effortless. Their phonemic recall improved, especially for the more difficult vowel sounds.
Another key insight was the value of positive reinforcement. Using a star-system scoring method in the worksheets I designed motivated the children to perform better. The promise of ukulele lessons as a reward for completing tasks also became a powerful motivator, reflecting B.F. Skinner’s Operant Conditioning theory. The children were eager to participate and showed a greater willingness to tackle challenging reading tasks when they knew they would be rewarded with something they enjoyed.
As I mentioned earlier, behavioral issues were a major concern, particularly with the younger boy who often disrupted the sessions. This was addressed by involving the social worker for behavioral management and restructuring the sessions to include group activities for the more advanced learners and additional support for those struggling.
Another challenge was the distraction caused by the other children in the orphanage. To address this, I provided them with coloring books and simple phoneme worksheets to keep them occupied during the reading sessions. This unexpected change led to a more peaceful learning environment and allowed me to focus on the target learners without constant interruptions.
By the end of the project, the learners showed significant improvement in their reading skills. Before the intervention, most of the children struggled with basic phonemic awareness. By the final session, the learners were able to recognize letter sounds and decode CVC words with greater accuracy. The results of the Read & Color worksheets and the Read & Tell story comprehension activity indicated a marked improvement in their ability to read simple words and understand basic storylines. The children's engagement in the musical activities also demonstrated increased confidence and interest in learning. One of the highlights was their enthusiasm for the ukulele lessons, which served as both a learning tool and a reward system.
Performance and Outputs: I am happy for the adaptability and creativity that I brought to this project. Despite facing behavioral challenges and a lack of formal classroom equipment, I was able to deliver engaging, effective lessons that met the children’s needs. The use of music was a standout feature, and I will definitely incorporate it into future teaching.
Assumptions and Beliefs: Initially, I assumed that the target learners would be the only ones engaged in the project. However, I learned that all children, regardless of whether they were part of the program, wanted to be involved. This taught me the value of inclusivity in education. In the future, I will be more mindful of creating opportunities for all learners to engage in the process.
Strengths and Weaknesses: The greatest strength I have showcased in this project is to have an adaptive attitude and create a positive learning environment. However, I recognize that I could have planned more comprehensively for behavioral challenges. In the future, I will seek out strategies for managing group dynamics more effectively.
Plans and Future Actions: Moving forward, I plan to incorporate more music-based learning tools in my teaching practice. I also aim to develop strategies for managing diverse learner groups, ensuring that all students, regardless of skill level, have an opportunity to learn in an engaging and supportive environment.