World Education Connect Multidisciplinary e-Publication, Vol. V, Issue XI (November 2025), pp.434-441
ERMA B. ALEGRE, LPT
Bagumbayan Elementary School
Abstract
In the realm of education, the ability to read proficiently is paramount for academic success and prospects. Recognizing this, educators continually seek innovative methods to enhance reading skill, particularly in the foundational stages. This study embarks on an exploration into the efficacy of an eight – week reading curriculum tailored for Grade 3 students, within the context of an ever – evolving educational landscape characterized by diverse learners and pedagogical approaches. The survey included 36 Grade 3 teachers from different schools of SDO Masbate City. This thesis investigated the impact of an eight-week reading curriculum on Grade 3 students within Masbate City's Schools Division Office (SDO). The study utilized Descriptive and Qualitative Comparative Analysis (QCA) and uses Likert scale to gauge respondents' perceptions and experiences with the reading curriculum and to compare different cases or contexts to gather insights from teachers. Its primary objective was to assess how the curriculum influenced students' reading skills, engagement levels, and overall perceptions among key stakeholders.
Introduction
In the realm of education, the ability to read proficiently is paramount for academic success and prospects. Recognizing this, educators continually seek innovative methods to enhance reading skill, particularly in the foundational stages. This thesis embarks on an exploration into the efficacy of an eight – week reading curriculum tailored for Grade 3 students, within the context of an ever – evolving educational landscape characterized by diverse learners and pedagogical approaches.
The importance of effective reading instruction in Grade 3 cannot be overstated. Research indicates that this stage serves as a critical juncture in a child’s literacy development, as it marks the transition from “learning to read’ to “reading to learn.” As students’ progress through the elementary years, proficiency in reading becomes increasingly essential for comprehension across all subject areas, laying the groundwork for future academic achievement1. Therefore, interventions aimed at bolstering reading skills during this pivotal stage hold significant promise in shaping educational trajectories of young learners.
Central to this study is the systematic evaluation of the eight-week reading curriculum, designed with the specific needs and developmental milestones of Grade 3 students in mind. By employing a rigorous research framework encompassing pre and post assessment, qualitative observation, and feedback mechanisms, this investigation seeks to ascertain the extent to which the curriculum fosters improvements in reading fluency, comprehension, vocabulary acquisition, and overall literacy proficiency.
Assessment is an integral part of the teaching process. It allows us to explore any improvements in learning outcomes that need to be addressed5. This knowledge of student achievement can then be feedback into our teaching practice and inform us of how to move our students forward. Without detailed checks for understanding, our instructional practice remains blind. Classroom teachers should always be seeking out an accurate picture of the current understanding of the learners. Whether the educator is using whole class questioning or examining progress through exercise books, these insights will prove invaluable for making improvements in learning outcomes. Teachers who develop useful assessments, provide corrective instruction, and give students second chances to demonstrate success can improve their instruction and help students learn.
Statement of the Problem
This study seeks to address the following key questions:
1. What are the demographic profile of the respondents as to participants role and years of experience?
2. What are the specific instructional components and strategies embedded within the eight – week reading curriculum along:
2.1. Curriculum design and content
2.2. Implementation and Classroom Application
2.3. Impact on Students Learning
2.4 Assessment and Feedback
3. What are the perceptions and experiences of teachers and students regarding the effectiveness of the eight – week reading curriculum?
https://doi.org/10.65494/pinagpalapublishing.19
Vol. V Issue XI (November 2025)
International Circulation
This is an open-access, peer-reviewed, and refereed international publication in online & printed versions that features research papers, abstracts, theses, dissertations, and journals. It is registered to the ISSN National Center of the Philippines, and ISSN International Center, the Global Index for Continuing Resources with ISSN (Online) 2799-0842 and ISSN (Print) 2799-130X.
