Effectiveness of Project Beginning Reading Intervention for Teachers and Pupils in Early Grades (BRITE) in Improving the Literacy Levels of Grade 3 Pupils

AUTHOR(S)

LUZVIMINDA A. OBAOB

ABSTRACT

— To strengthen the reading proficiency of every learner and help nurture a culture of reading which considered a requisite skill in all content areas, DepEd announced the “Hamon: Bawa’t Bata Bumasa” (3Bs) initiative. As part of the implementation of 3Bs Initiative, teachers are instructed to craft and formulate innovative programs and projects to aid in teaching literacy and eradicate non-readers among key stage 1 pupils. Project Beginning Reading Intervention for Teachers and pupils in Early grades (BRITE) is one of the projects formulated by the teachers in improving the literacy levels of the Grade 3 pupils. Being one of the program proponents, the researcher conducted this study to evaluate the effectiveness of Project BRITE in improving the literacy levels of the pupils. Employing the quasi-experimental research design, this study was evaluated through reading passages with comprehension questions conducted to the Grade 3 pupils. Simple percentage and t-test of mean difference were the statistical tools used to interpret the result of the study. The study revealed a significant difference in the performance of the Grade 3 pupils before and after the implementation of Project Beginning Reading Intervention for Teachers and pupils in Early grades (BRITE) in teaching literacy utilizing the learning materials and activities provided by the teachers and with the integration of varied and differentiated teaching strategies, techniques and approaches and the positive attitude and eagerness of the pupils to learn to read contribute in improving their literacy levels. Thus, making the intervention an effective program in assisting the teachers in teaching literacy skills and in achieving an excellent reading performance among pupils. Keywords — Effectiveness, Project BRITE, Literacy Levels, Grade 3 Pupils