Effectiveness of Project Rise and Shine in Enhancing the Reading Performance of Grade 3 Emerging Readers in Sablayan North District

This research examined the effectiveness of Project RISE and SHINE in enhancing Grade 3 emerging learners on their reading ability. This study utilized a quantitative research approach employing a quasi-experimental, two-group, pretest and post-test design. A total of 76 Grade 3 emerging readers were selected through purposive sampling from three elementary schools within the Sablayan North District. Two groups, one receiving a traditional reading remediation program (control group) and one using Project RISE and SHINE (experimental group), were created for the study. Means, standard deviations, and frequency distributions were used to summarize and describe the baseline (pretest) and post-remediation (post-test) reading performance of the participants, while a paired t-test was used to determine the significant difference. The results reveal that both groups had low reading performance at the beginning of the study, but did show improvement by the end. The control group that received traditional remediation methods had little improvement. However, the group that underwent Project RISE and SHINE showed substantial improvement as a group, achieving at least a moderate level of reading performance and a high level of reading comprehension in one school. A statistically significant difference existed between the group, indicating that project RISE and SHINE was significantly more effective than traditional reading remediation. The results of this study provide evidence that specific intervention programs designed to enhance the literacy skills of developing readers are effective and can result in improved literacy for emerging readers.