Innovation: Utilization of Project “I CARE” (Individualized Care and Reading Enrichment) among Selected Junior High School Learners at Pinagbayanan Integrated National High School
Keywords:
21st-century literacy, Technological proficiency, Reading fluency, Word recognition miscues, Tutor-Tutee Approach, Reading performance standards, Educational disruptions, Sustainable educational programsAbstract
In the 21st century, literacy encompasses technological proficiency alongside reading and writing (OECD, 2021). Stanford University (2021) found that educational disruptions led to a 30% decline in reading fluency among younger students.
After pandemic, a school-based study at Pinagbayanan Integrated National High School revealed that 79 students, or 16.63% of the total Junior High School population, encountered common word recognition miscues and comprehension difficulties.
Inspired by Lev Vygotsky's quote, “What a child can do today with assistance, he/she will do independently tomorrow,” Project “I CARE" was developed to bridge learning gaps from the COVID-19 pandemic.
The study utilized a descriptive method based on the PHIL-IRI data to analyze the current situation, offering a systematic approach to a school-based reading intervention.
Project “I CARE” highlighted that blending the Tutor-Tutee Approach with a Technology-Assisted Reading Corner enhances students' reading fluency, comprehension, and critical reading skills to meet performance standards. Its results and impact on the learners was seen on the 33% performance in Grade 9 level while in school level was 2.21%.
Indeed, Project "I CARE" needs strong school and community support and resource allocation to integrate technology for broader activities and project’s sustainability.
