Abstract
The Project Enhancing Learners Abilities in Reading (EL AR), a pedagogical approach, serves as an intervention designed to support selected Grade 3 pupils who have experienced significant cognitive challenges due to the COVID-19 pandemic. This is an innovative approach aimed at enhancing the reading abilities of selected non-readers. By focusing on the development of fundamental skills, including phonological awareness, decoding, word recognition, fluency, and listening comprehension, the strategies employed are grounded in evidence-based teaching methods known to be effective in fostering literacy skills. The research follows a mixed-methods approach, involving both quantitative and qualitative data collection methods. The participants include a sample of grade 3 learners who are non-readers at LR Sebastian Elementary School. The intervention involves implementing Project EL AR, which incorporates innovative teaching strategies, interactive reading materials, and personalized learning approaches. BoSY- and MoSY-intervention assessments, surveys, interviews, and observations were conducted to collect data. The data were analyzed using statistical methods for quantitative data and thematic analysis for qualitative data. The results of this study will provide insights into the impact of Project EL AR on the literacy development of non-readers in grade 3, offering valuable implications for educators, policymakers, and future research in addressing the issue of non-readers. The project's primary aim is to enhance the reading competencies of these learners, enabling them to achieve literacy levels commensurate with their grade level.
