The Effectiveness of Project RARE as a School Based Reading Program

Abstract

It is fundamentally the responsibility of teachers and educational institutions to enhance their commitment to promoting and maintaining effective teaching practices in response to the swiftly changing landscape of our educational system. This study aimed to determine the effectiveness of the Project RARE (Read and Read Everyday) in enhancing reading performances of learners in Namaltugan Elementary School. Descriptive statistics such as mean and rank were used in the study to process the data gathered. Based on the findings, the implementation of Project RARE led to a significant improvement in literacy skills among intermediate pupils, as evidenced by the substantial increase in posttest scores across various reading performance categories. Before the intervention, students exhibited difficulty in combining words and forming sentences, but after the program, 100% of pupils were able to write simple sentences in a paragraph, demonstrating enhanced comprehension and fluency. The statistical analysis, with t-values and p-values below 0.05, confirms the effectiveness of structured reading interventions in strengthening literacy proficiency. To sustain and enhance literacy development, future reading interventions should integrate differentiated instruction, peer collaboration, and parental involvement, ensuring continuous progress in literacy proficiency and academic success.