I.

Identifying Information

1. Project Title: The Use of Remediation Kit for Kindergarten Non

Readers

2. Project Beneficiaries: Kindergarten Pupils

3. Project Implementer: Efrell Mamandog-Manangkila Demetillo

4. Project Partner: Teachers, Parents and Pupils

II. Objectives

This innovation will attempt to determine the effectiveness of

Remediation Kit for the Kindergarten Non-Readers at Valencia City Central

School Elementary School for the S.Y. 2020-2021.

1. Specifically, this innovation will determine the level of

performance in reading of the experimental and controlled

group as revealed by the pre-test and post-test results with

respect to the following skills:

1.1 Recognizing the Letters of Alphabet;

1.2 Teaching Sounds of the Alphabet;

1.3 Reading Short, One-Syllable Words;

1.4 Reading Sight Words; and

1.5 Building Fluency.

2. To identify the significant difference on the level of

performance in reading of experimental and controlled groups

 as revealed by the pre-test and post-test with respect to the

above mentioned skills.

3. To identify the significant difference on the post-test mean

results of the experimental and controlled groups in the level

of performance in reading.

4. To prove the effectiveness of the developed Remediation Kit

in reading intervention program as revealed by the post-test

results.

III. Project Rationale

Reading difficulties among learners are rampant and these are

one of the major issues that get aggravated because of lack of support

and low esteem.

Indeed, remedial reading exercises are an excellent support to

adopt; they still have challenges that are needed to be addressed in

order to be successful.

Teachers are really faced to the preparation of materials that

would fit the learners’ needs and make a schedule that would be

learners friendly, which means that it would be suitable to their

available vacant time.

Over the years, the schools have tried multiple intervention

tactics whenever the learners face difficulty in academic matters.

Remediation strategies are one of the kinds of intervention and can be

utilized to assess the outcomes of the learners.

 Remediation programs adapt the instructions based on the

responses of the learners to the intervention. In remediation, teachers

try to fill what is lacking or insufficient rather than teach the learners to

cope with the lacking or insufficiency.

Teachers help the learners to develop their skills using direct

instruction through remediation lessons and activities. Instructions in

the remediation program are focused on the précised concepts with

which the learners struggle.

Strategies in remediation consist of re-teaching, using

alternative instructional strategies, analyzing task, additional practice

and one on one tutoring. Here, the teachers present the information to

the learners again.

Remedial reading instructions often used as a means of helping

the struggling readers to bring their reading skills up to grade level. At

school, learners who are left behind may be pulled from class for

specialized instruction. Reading comprehension is the ability of

analyzing and understanding books and other texts. To help the

learners work on this skill, teachers should expose them to more

comprehension exercises before, during and after reading.

IV. Project Description

The innovation will aim at determining the effectiveness of

Remediation Kit for Reading Intervention Program at Valencia City

Central Elementary School that is significant and contributory for the

 improvement of teachers in teaching the subject and learners by

helping them improve their reading performance.

The developed Remediation Kit for Kindergarteners covers the

lessons in reading for Second Grading Period, which include the

following skills in Reading: Recognizing the Letters of the Alphabet,

Teaching Sounds of the Alphabet, Reading Short, One-Syllable Words,

Reading Sight Words and Building Fluency.

The Remediation Kit will contain utmost 10 selections that are

related to the skills reflected in K to 12 Curriculum. The lessons

presentation will begin from the objectives comprising the three

domains, then the content which has been introduced by the title of the

selection, the comprehension check-up focused on the level of

questioning, literal, inferential, critical thinking and application. Then it

will be followed by the activities focus on noting details, making

inferences and predicting outcomes. Activities presented are classified

into individual and group activities. For every group activity, a rubric will

be utilized to assess the performance of the learners.

V. Phase Implementation

Phase 1: Pre-Implementation

Selection and Orientation

Phase 2: Implementation Proper

Conduct (Actual Implementation of Remediation Kit)

Phase 3: Post-Implementation

Final Evaluation (Diagnosis)