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Research Article

Effects of the LEARN TO READ Program to the Grade III Pupils of San Juan Unit 1 Elementary School

340 reads
Lilibeth Binuya , Marissa Baltazar
Psych Educ Multidisc J, 2024, 24 (8), 892-894, DOI: https://doi.org/10.5281/zenodo.13683694, ISSN 2822-4353
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Abstract

Reading is an essential skill integral to daily life, facilitating interactions with texts ranging from street signs to personal messages. The inability to read limits access to information and opportunities, underscoring the importance of effective literacy programs. This study evaluated the impact of the "LEARN TO READ" program on 20 Grade III pupils, including 11 non-readers and nine pupils at the frustration reading level. In the pre-test, all participants scored at the BEGINNING level. After implementing the intervention, the post-test results showed significant improvements: students could produce letter sounds, read consonant-vowel (CV) blends, and read consonant-vowel-consonant (CVC) words spontaneously, achieving the ADVANCED level. Statistical analysis revealed a significant difference between the pre-test and post-test scores, demonstrating the program's success in advancing pupils from non-reading or frustration levels to proficient CVC word readers. Based on these findings, it is recommended that the remediation program be continued into the next grade, focusing on advancing skills to reading phrases, sentences, and simple stories with comprehension. Additionally, the "LEARN TO READ" program is recommended for broader adoption among educators working with non-readers and frustration-level pupils to enhance literacy outcomes in English classes.

Keywords reading, LEARN TO READ Program, literacy program
Authors 2
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The team behind this paper

2 authors, 1 institution.

This paper Department of Education — Philippines Department of Education 2 authors Lilibeth Binuya — corresponding author LB Lilibeth Binuya ✉ Marissa Baltazar MB Marissa Baltazar

Readership

340 reads over 26 months.

September 2024 October 2026

Related work on SciMatic

Closest of 5 articles sharing keywords with this one. A rarer shared keyword counts for more than a common one.

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This article is token #3539 of SciMatic Articles (ERC-1155): 1,000,000 tokens, minted once, never more. The chain also stores a fingerprint (SHA-256) of the article's record, so anyone can check that it has not been altered.

HolderWalletTokens
SciMatic 0xc35709…277732 100,000 (10%)
Lilibeth Binuya 0x4207B7…748580 450,000 (45%)
Marissa Baltazar 0xf457E7…2CC714 450,000 (45%)
Content hash 0x8e39b034104d3a99280cab1ab741beef5f319d069b1f5f269721308188c189ed
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Bibliographic Information

Lilibeth Binuya, Marissa Baltazar, (2024). Effects of the LEARN TO READ Program to the Grade III Pupils of San Juan Unit 1 Elementary School, Psychology and Education: A Multidisciplinary Journal, 24(8): 892-894
Bibtex Citation
@article{lilibeth_binuya2024pemj,
author = {Lilibeth Binuya and Marissa Baltazar},
title = {Effects of the LEARN TO READ Program to the Grade III Pupils of San Juan Unit 1 Elementary School},
journal = {Psychology and Education: A Multidisciplinary Journal},
year = {2024},
volume = {24},
number = {8},
pages = {892-894},
doi = {10.5281/zenodo.13683694},
url = {https://scimatic.org/show_manuscript/3539}
}
APA Citation
Binuya, L., Baltazar, M., (2024). Effects of the LEARN TO READ Program to the Grade III Pupils of San Juan Unit 1 Elementary School. Psychology and Education: A Multidisciplinary Journal, 24(8), 892-894. https://doi.org/10.5281/zenodo.13683694

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