Abstract
The challenges brought by the current pandemic crisis greatly affect learning acquisition among children. With the limitations posed by modular distance learning, learners in remote communities succumb to limited reading and writing skills development. Hence, Samat Elementary School tried to address these limitations through a responsive and contextualized learning intervention project. The purpose of this study is to evaluate the effectiveness of “Project ReWrite: Improving Reading and Writing Skills,” on the reading abilities of Samat ES pupils in the second grade. The project utilized a quasi-experimental research technique analyzing the comparison of the pre-and post-test results in a reading comprehension test. Project ReWrite is implemented after getting the pre-test results to contextually address the needs of the identified learners. After its implementation, a post-test was carried out to analyze its effectiveness. The mean and dependent t-test is used for the statistical analysis. The results demonstrate a significant difference in reading level following the implementation of the intervention project, the result of the Phil-IRI pre-test that was administered a month after classes began. The significant difference in the reading skill indicated that the percentage of independent level increased from 13% to 20%, frustration level increased from 0% to 20%, and non-readers decreased from 74% to 47%. Therefore, findings show the increase in the overall reading and writing performance of the students after the implementation of the project. Based on the significant difference analysis, the crafted intervention plan is effective in terms of helping the students raise their reading skills.
