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UM Enhances Foundation Reading Skills among Elementary Pupils through the “Pagpaambit sa Kinaadman” Program (by: Aileen Sinang)
The College of Teacher Education implemented their community
extension flagship program titled "Pagpaambit sa Kinaadman" Reading
Tutorial. It was conceptualized to
respond to the growing concern over reading difficulties among early grade
learners—particularly those in Grades 3 to 6 from both indigenous communities,
such as the Bagobo Tagabawa, and non-IP pupils at Catigan Elementary School in
Davao City. The project was successfully implemented from January to March 2025
in close collaboration with the principal and teachers of Catigan Elementary
School, the parents, and the tribal leaders of the Bagobo Tagabawa community.
The initiative mobilized a dedicated team of 150 volunteer tutors and 35
faculty members who actively participated in delivering the weekly tutorial
services.
This
project aims to enhance the literacy skills of struggling readers by providing
culturally responsive, inclusive, and sustained reading interventions. Rooted
in community engagement and educational equity, the tutorial sessions were
tailored based on learners' performance in the Philippine Informal Reading
Inventory (Phil-IRI), which identified a significant number of students at the
frustration reading level. A total of 65
pupils from Grades 3 to 6 were targeted for the program. These learners
were carefully grouped according to their reading development stages such as
Emergent and Beginning Readers.
Over the 3-month period, the reading tutorial project
yielded positive results for both the emergent and beginning readers. The
post-assessment scores revealed an impressive 95% average increase in key areas
like letter recognition, phonemic awareness, and basic word decoding skills.
The learners exhibited notable gains in reading confidence, demonstrated by
their ability to read aloud fluently and comprehend short texts with greater
ease.
Conversely, the attendance and participation rates of the pupils remained consistently high during the entire duration of the tutorial, with 95% completing all sessions. The grade-level teachers further confirmed noticeable improvements in classroom engagement, a marked reduction in reading anxiety, and a deepened enthusiasm for reading among the tutees. The project sparked motivation and foundational literacy among the learner, which resulted in a 71% improvement in their Phil-IRI post assessment.
The project "Pagpaambit sa Kinaadman" effectively supports
the United Nation Sustainable Development Goal 4: Quality Education and 17 Partnership for the Goals by directly
promoting inclusive and equitable learning opportunities in collaboration with schools and communities. It provides targeted literacy interventions
for early grade learners, with a special focus on indigenous communities,
thereby addressing critical foundational learning gaps. Through this approach,
the project fosters lifelong learning and ensures that every child—regardless
of background—has access to quality education and the chance to succeed.
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