Division of Marinduque

District of Santa Cruz South

KINYAMAN ELEMENTARY SCHOOL
Kinyaman, Santa Cruz, Marinduque

Proposed Project (i.e., the title of your project):

Site for Knowledge

Proponent (your name and affiliation):

MARIE ANTONETTE A. ROMASANTA

Head Teacher II
Santa Cruz South District
Schools Division of Marinduque

Target Donor (agency or group in which you plan to submit your proposal for funding):

Private Individuals
Non-Government Organization
Local Government Unit (LGU)

Collaborators (if any):

Administration and Teaching Force of Kinyaman Elementary School

Parents-Teachers Association of Kinyaman Elementary School

Rationale (a justification of why there is a need for your proposed project)

It is frustrating for pupils when they do not understand what they are reading. It is even more

frustrating for teachers to see their pupils struggling on reading. When pupils struggle with comprehension

they often lose their desire to continue to read, that is why teachers should always be checking for

comprehension throughout their pupil’s assigned readings. Reading comprehension is essential to ensuring

learners’ literacy in many subject areas. It is imperative that a pupil understands as well as retains the

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information he/she is reading. When a teacher realizes one or more of their pupils are struggling with

comprehension it is crucial that they develop and implement strategies to help alleviate these frustrations.

The development of adequate reading skills at an early age can have an enormous influence on the

academic achievement of students throughout the course of their educational careers (National Reading

Panel, 2000; Slavin et al., 2009). Moreover, the reverse is also true. Students may fall behind in school and

encounter poor employment and social outcomes later in life if they are unable to develop their reading skills

early in their years of schooling (Good, Simmons & Kame'enui; 2011; Slavin et al., 2009; Whitehurst &

Lonigan, 2011). For this reason, it is commonly believed that reading challenges should be addressed early

to decrease the likelihood that developmental delays will impact students over the long-term.

In acknowledgement of the importance of reading, many developed countries have established

programs to encourage reading and promote the reading skill development of young students (Slavin et al.,

2008; Lonigan & Shanahan, 2009; Slavin et al., 2009). These programs vary in content and design. Some

programs focus on improving the quality of reading instruction provided by teachers and parents; others

attempt to increase the quantity of reading materials available to children (Lonigan & Shanahan, 2009).

Research has provided evidence on the effectiveness of reading programs that have been designed

and implemented in developing countries (Friedlander & Goldenberg, 2016; Abeberese, Kumler & Linden,

2014). Much like the programs implemented in developed countries, most of these programs focus on either

increasing reading frequency, improving reading instruction, or both. For example, Friedlander and

Goldenberg (2016) determined that that when reading programs both provided books and delivered effective

reading instruction, there was a positive impact on the reading achievement of students in Rwanda.

Abeberese, Kumler, and Linden (2014) found similar results in the Philippines when students were provided

with appropriate reading materials combined with instruction from well-trained teachers. These findings are

important for developing countries because evidence suggests that poor children are particularly prone to

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developmental delays arising from reading challenges (Roskos et al., 2009). If reading programs can reverse

the vicious cycle brought on by early reading difficulties, they may, in turn, offer a mechanism through which

countries can support future educational development.

The background provides evidences that points to the effectiveness of reading programs using

different reading materials in most of the developing countries, including the Philippines. However, it is

paradoxical to note that despite the many reading programs implemented and the different reading materials,

reading problem, especially in terms of comprehension is a perennial problem in the Philippines, particularly

in public elementary schools, in which there are many struggling readers. With these, several reading

intervention programs have been introduced in the Philippine public schools, believing that this would uplift

the poor conditions of oral reading and comprehension in most of the public schools across country.

For example, the “Every Child is A Reader Program” was introduced as enclosure in DepEd Order

no. 70, s. 2011. According to DepEd, ECARP aims to equip elementary pupils in public schools with strategic

reading and writing skills to make them independent young readers and writers. The intervention program

includes Reading Recovery (RR) which will give students who are lagging behind in reading and writing a

chance to catch up through specialized one-to-one reading assistance from a teacher trained in RR

procedures.

In support of the program, the Bureau of Elementary Education (BEE) developed the “Philippine

Informal Reading Inventory (Phil IRI).” Accordingly, the Phil IRI is an initiative of the Bureau of Education

of Elementary Education to address its thrust to make every Filipino child a reader. It is anchored on the

flagship program of the DepEd “Every Child a Reader Program” (ECARP). Its goal is to enable every

Filipino child to communicate both in English and Filipino through effective reading program. The Phil IRI

was administered to all public elementary schools in 2011 up to present to assess the progress and levels of

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reading ability and comprehension of the pupils after the intervention program (Madrid, 2012). Apparently,

the problem in reading is still the same.

Results of the Phil IRI conducted for SY 2019-2020 in Kinyaman Elementary School revealed that

______% or ____ out of ____ pupils from Grades ___ to ___ had reading levels below the standard level

(frustration and instructional). This situation could be very alarming considering that reading is a major tool

in all learning areas. This could certainly affect the academic performance of the pupils if left unattended.

Thus, the school initially helped the children through remedial teaching done by their respective teacher-

adviser after class hour. However, this strategy has not been effective or did not give significant effect since

remedial teaching was not done regularly due to lack of time on the part of the teacher.

With these, the proponent conceptualized a project that could help to gradually decrease the

frustrations and instructional reading levels in her school with the help and support of the teaching force

and stakeholders. This project is called Site for Knowledge at Dating Bayan Elementary School.

Project Goal (The big picture or the ultimate vision of the program. Typically not measurable, but describes the desired
impact of the project in broad terms)

The ultimate goal of this project is to improve the academic performance of the pupils belonging to

the frustration and instructional reading levels not only in English but also in other learning areas in which

the success indicator is the reading skill.

Objectives (Specific and measurable outcomes of the project. Describe what the specific impact of the program will be and
the degree to which that impact must occur.)

Specifically, this project aims to:

1. Construct concrete 10 reading tablets for sight words, rhymes, and other short stories with

illustrations;

2. Put up one (1) Reading Kiosk made from light materials; and

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 3. To make improvised ALPHABET made from recycle materials like bicycle tires.

Project Description (Brief description of the features of your proposed project)

The project will be known as Site for Knowledge Park Zone. It is a structure of park zone for children

in which the displays and attractions are reading materials such as concrete tablets for sight words, rhymes,

short stories with illustrations so that learners would surely enjoy reading while playing or resting at the park.

There is also a Reading Kiosk made from light materials like bamboos, or a sort of “Pergula” in which are

displayed reading materials. Thus, during recess or lunch break of the pupils they can stay at the Pergula at

the same time they would be encouraged and enjoyed reading the displays there. Also, there will an

improvised ALPHABET made from recycled bicycle tires in which the pupils can read while playing.

Implementation Strategy

Any project will not succeed or realize without a strategic implementation. With this, several strategic

undertaking will be done to realize the project. First, consultation with the School Head about the

conceptualized project. Second, seeking approval of the Public Schools District Supervisor, hence it involves

the support of the stakeholders. Then, upon approval, the conceptualized project proposal will be discuss

with target parents to ask for their support and cooperation as well as the target donors for the training

materials and other resources need for the entire duration of training.

Manpower Requirement

A project cannot be done in isolation. It needs people who will help, assist, and support the

implementation of the project. The project will be realized with the help, support, and collaboration of the

following people.

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 School Head- the over-all consultant of the project as well as the approval of the implementation

of the project.

Proponent- the lead implementer and the over-all chairman of the project. Her role is very important

because upon approval of the project by the school head, she will lead the implementation. She will act the

lead facilitator in the entire duration of the training.

Teaching Force- they are the teachers of Kinyaman Elementary School. Their full support is very

important towards the realization of the project. Their roles are important because they will act as support

group during the discussion of the proposal to the target donors.

Parents- they are the support group at the same time the beneficiaries of the project, since their

children will be provided with the reading project.

Pupils of Kinyaman ES. They are the ultimate beneficiaries of the project Site for Knowledge hence

their reading skills, word recognition and comprehension are expected to improve in own pace and own

convenience since they would seem to have been playing only at the school park zone where the reading

materials and structures for the Site of Knowledge are put up, displayed, and structured.

Alumni Association-they are the important stakeholders of the school. Successful alumni will be

approached to solicit help for financial assistance to acquire materials needed for the reading materials for

structure of the Site for Knowledge Park Zone.

Local Government Unit of Santa Cruz- they are also important stakeholders of the school. The

proposal will be discuss to them to ask for their financial support to acquire reading materials needed for the

structure of the Site for Knowledge Park Zone.