Project RACE: Reading and Achieving through Creative Engagement
DOI:
https://doi.org/10.5281/zenodo.21397594Keywords:
Project RACE, reading proficiency, peer-assisted learning, localized materials, educational interventionAbstract
This action research study investigates the effectiveness of Project RACE (Reading and Achieving through Creative Engagement), an intervention program designed to improve the reading skills of Grade 7 students in a public school. The program utilized peer-assisted reading sessions, localized teacher-made materials, and continuous monitoring to enhance students' reading proficiency. The study involved 20 Grade 7 students, and data from pre- and post-tests, along with feedback from both students and teachers, were analyzed. The findings revealed that 89% of students demonstrated significant improvement in reading proficiency by the end of the school year, achieving the project's goal of reducing the number of non-readers by 50%. The results underscore the effectiveness of peer mentoring, teacher-made materials, and structured reading activities in promoting literacy.
Downloads
References
Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). Teachers College Press.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Juel, C. (2017). The impact of early literacy skills on later academic achievement. Journal of Educational Psychology, 89(3), 594–606.
Miller, D. (2014). Teaching with intention: Defining beliefs, aligning practice, taking action. Stenhouse Publishers.
Reyes, J. (2016). Literacy challenges in Philippine secondary education. Journal of Philippine Education, 13(2), 45–56.
Snow, C. E. (2010). Academic language and the challenge of reading for learning about science. Science, 328(5977), 450–452. https://doi.org/10.1126/science.1182597
Topping, K. (2015). Peer tutoring in reading. Cambridge University Press.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
