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Special Project Site
Special Project Site
The special project will be conducted at Lead Christian School, a private institution in Sta. Rosa, Laguna, which offers education from Kindergarten to Grade 6. The school integrates academic excellence with Christian values and provides co-curricular activities that nurture leadership, creativity, and spiritual growth.
It operates within two buildings that house classrooms, a library, administrative offices, a multi-purpose hall for chapel and events, and play areas. Each classroom is equipped with blackboards, ventilation or air-conditioning, and multimedia tools. Students are provided with individual iPads for digital arts and research, while the school implements an advanced STEM program using mBot kits for robotics and coding, as well as Tiny Science Lab kits for hands-on experiments.
While these upgrades in technology and science resources are commendable, I observed that reading instruction relies heavily on textbooks provided by the publisher. Learners’ reading levels are often measured only through these books, with limited supplemental resources that specifically target early literacy skills. This gap highlights the need for a structured reading intervention, which this project seeks to address.
Target Learners
Target Learners
The target learners are a mix of Grade 2 and 3 students, typically aged 6 to 8 years old, who require additional support in foundational reading skills. These learners may be struggling with decoding, phonemic awareness, fluency, or reading comprehension, and are at risk of falling behind in grade-level literacy expectations.
They may be from diverse home literacy environments, including those with limited access to reading materials or consistent reading instruction during early years. This intervention is designed to help them catch up on critical reading components through structured, research-based lessons aligned with the Science of Reading framework.
Needs Analysis
Needs Analysis
The summer reading program of Lead Christian School is designed to provide targeted intervention for incoming Grade 2 learners who have been identified as struggling readers during an initial informal assessment. This initiative also serves as a long-term guide for teachers to strengthen reading instruction strategies across grade levels.
The intervention adopts a Science of Reading–based approach, grounded on the five key concepts identified by the National Reading Panel as essential for effective reading instruction: Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension (Edmentum, 2024). These pillars provide a structured and evidence-based framework to address specific literacy gaps, ensuring learners develop foundational reading skills necessary for academic success.
Reference:
Edmentum. (2024, August 29). The five pillars of reading: Key elements for literacy success. Edmentum. https://www.edmentum.com/articles/the-five-pillars-of-reading/
Demographic Profile and Learning Context
Demographic Profile and Learning Context
The target learners for this instructional book are incoming Grade 2 and 3 students participating in the Lead Christian School’s Summer Reading Program, with a specific focus on struggling readers identified during the pre-assessment phase. These learners range in age from 6 to 8 years old, representing a diverse range of proficiency levels in foundational literacy skills.
The group includes:
Learners who are at the emergent or early reader stage require substantial support in phonemic awareness and phonics.
Learners who can decode words but struggle with fluency, limiting their ability to read with expression and automaticity.
Learners who have basic fluency but limited vocabulary and comprehension skills, affecting their ability to understand and interpret text meaningfully.
In terms of socio-educational background, most learners come from the local community surrounding the school and possess varying levels of exposure to reading at home. While some may have access to books and guided practice, others rely primarily on school-based instruction for literacy development. This disparity in early literacy exposure highlights the importance of a structured, research-based instructional resource that can bridge gaps and ensure equitable learning opportunities.
By considering the learners’ developmental stage, prior literacy experiences, and current skill gaps, this instructional book is tailored to meet their specific needs, ensuring that both the short-term goal of readiness for the next grade level and the long-term objective of building lifelong literacy skills are achieved.
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