Entry 1: Choosing Reading as My Focus

When I began conceptualizing my special project, I already had a clear direction in mind: I wanted to focus on reading. My motivation came from both personal conviction and professional observation. As a teacher and education student, I have consistently seen how reading difficulties create barriers for learners across all subjects. If a child cannot read fluently, they struggle with comprehension, confidence, and participation in class. I knew that addressing this fundamental skill would have a lasting impact not only on their academics but also on their self-esteem.

At this stage, I had not yet identified a partner institution. However, I was determined to find one where I could meaningfully implement a reading-focused project. I envisioned creating instructional booklets aligned with structured reading instruction, guided by the principles of the Science of Reading and the five pillars identified by the National Reading Panel—phonemic awareness, phonics, fluency, vocabulary, and comprehension (Edmentum, n.d.). These goals formed the foundation of my personal objectives and guided my search for a school that shared the same priority.

Reflection:

Looking back on this stage, I realized how important it was to begin with clarity of purpose. Having a strong vision—improving reading skills—helped me filter my options when searching for a partner institution. More than just a practical decision, this was also a personal commitment. I saw myself not merely as fulfilling a requirement, but as addressing a genuine need in education.

This stage also taught me the value of grounding my work in both theory and practice. By anchoring my goals in the Science of Reading and the five pillars, I felt equipped with a strong theoretical framework that would guide my choices later in the project. At the same time, I reminded myself to remain flexible—knowing that the realities of the partner school and its learners might shape the way I applied these theories.

Most of all, this entry reflects my belief that reading is foundational to learning and empowerment. By prioritizing this skill, I felt that I was making a meaningful contribution not just to academic outcomes but also to the confidence and future opportunities of the learners I would eventually work with.