By Charmie Love M. de Felix
At Hinigdaan Elementary School, many pupils struggle with reading, leading to a lower level of literacy skills. To address this issue, the school administration, together with the reading teachers, implemented the One Story A Day (OSAD) program. The program aims to improve the reading skills of struggling readers through reading one story per day, facilitated by the reading teachers with the support of the Reading Coordinator, Charmie Love M. de Felix, and led by Bob T. Paquinol, the school principal.
Before the intervention, the pupils underwent the Philippine Informal Reading Inventory (Phil-IRI) pre-test to identify those who belong to the frustration level. These pupils then underwent Project OSAD, a reading intervention program that focuses on oral word recognition. The reading teachers use various activities, such as book discussions, vocabulary games, and comprehension activities, to enhance the pupils’ reading skills. Each activity measures the pupils’ word recognition based on their performance in each story.
After the intervention, the pupils’ oral reading recognition will be assessed through the Phil-IRI post-test to evaluate the effectiveness of the program. This assessment measures the pupils’ progress in word recognition and their overall improvement in reading skills.
Project OSAD has shown promising results in enhancing the reading skills of struggling readers in Hinigdaan Elementary School. The pupils’ engagement and participation in the program have led to a more positive attitude towards reading and an increased interest in learning. The program serves as an excellent model for other schools to improve their pupils’ reading skills and promote literacy.
In conclusion, the OSAD program is an effective intervention that helps struggling readers improve their reading skills. By focusing on oral word recognition and introducing a new story per day, the program enhances the pupils’ fluency, comprehension, and vocabulary, leading to a more positive attitude towards reading and learning. The program’s success highlights the importance of investing in reading interventions and promoting literacy in schools.
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