“Project STAY (Settle in school to learn To read and develop reading habits Among

Young learners): Basis for Enhancing Reading Skills of Grade 3 Learners at Cahil

Elementary School”

TEACHING AND LEARNING CATEGORY

AN ACTION RESEARCH

By

MAJOY D. HERNANDEZ
Teacher III

EMMIE E. MACATIGBAC
Teacher I
Cahil Elementary School
School Year 2023-2024
II. Abstract

This study was conducted to improve the reading skills of Grade 3 learners in Filipino

and English by utilizing Project STAY (Settle in school to Learn To read and develop

reading habits Among Young learners).

Specifically, the researchers sought to determine the key contributors to the reading

difficulties of Grade 3 pupils and the effectiveness of Project STAY in improving the reading

skills and abilities of pupils which provides them an awareness to implement this innovation

project.

To achieve the main goal, the researchers adapted the descriptive method of research

using questionnaires as the primary data-gathering instrument supplemented by informal

interviews to determine the cause of reading difficulty. The data and information were gathered

from 30 learners’ parents-respondents, from Grade 3. Their responses were tallied, organized,

tabulated, analyzed, and interpreted through percentage and weighted mean methods.

This action research generated the following findings and conclusions: Pupils

encountered key contributors that lead to reading difficulties resulting in their poor reading skills

such as difficulty in recognizing sounds of alphabet letters, pronunciation, and phonemic

awareness; experiencing no follow-up at home of the reading skills learned from school; and

unconducive reading environment. Project STAY was essential to Grade 3 pupils as it

increases the performance and reading abilities of the pupils. The intervention activities

implemented through this project must continuously be employed as strongly agreed by the

respondents. It also concluded that this project was found to be effective in enhancing the

reading proficiency of Grade 3 learners as assessed and perceived by the parents.

The researcher recommends the utilization of Project STAY must be implemented

continuously even to other grade levels to further improve the reading skills of pupils as well

as to develop other competencies. Teachers, parents, and school head will continue to extend

their support to ensure the improvement of pupils’ performance. Lastly, the teacher may also
ask her pupils to keep on reading as much as they can to expand their sentences into more

elaborate ones.

Keywords: utilization, interventions, key contributors, perceive, performance, improvement,

reading skills
 III. ACKNOWLEDGEMENT
The researchers express their sincerest gratitude and profound greetings to the

following people who have contributed their invaluable insights and efforts to the realization

of the research work.

Mrs. Emma M. Manalo, for letting the researchers conduct this study and for her

suggestions throughout the accomplishment of this study.

Dr. Anabel Marasigan, for leading the Calaca City Sub-Office in coming up with

research works and for giving inspiration in undertaking research.

To the coordinator, Mrs. Cerilina Manalo, and other members of the District Research

Committee, for the sacrifices in leading the researchers, checking the study, and giving

meaningful inputs towards the improvement of this research work.

To Dr. Jeazelle C. De Gala for her assistance and suggestions that made this research

study successful.

Their co-teachers in Cahil Elementary School, for the encouragement and support to

finish this humble piece of work.

Grade 3 parents as the respondents of this study.

To their families, for being their inspiration in continuing to do research.

Above all, to God almighty for all the blessings He has bestowed on them and their

families and for allowing them to exist and share their talents for the benefit of young learners.

IV. Context and Rationale

Reading proficiency is a foundational skill that greatly influences a learner's

academic success and lifelong learning. Literacy, commonly defined as the ability to read and
write, is a fundamental human right. However, learning this basic skill seems to be difficult for

some children due to several common issues which may even cause them to do poorly in other

subjects.

In support of the implementation of the K to 12 Basic Education Program, the

Department of Education (DepEd) is continuously fulfilling its goal to produce productive and

responsible citizens equipped with essential competencies and skills for lifelong learning. To

make every learner a proficient reader, schools across the country are tasked to help learners

develop their reading skills. However, such initiatives are still not enough based on the results

of national assessments for student learning. (DepEd Memorandum No. 173, s. 2019, “Hamon:

Bawat Bata Bumabasa”).

Socioeconomic factors also play a significant role in reading development. Neuman

and Celano (2012) found that children from low-income families often have limited access to

books and educational resources, impacting their reading achievement. These students may

enter school with fewer literacy experiences, making it harder for them to catch up with their

peers.

Additionally, the increasing prevalence of digital media poses a unique challenge for

today’s learners. Research by Leu et al. (2015) indicates that the shift from traditional print to

digital texts requires new literacy skills, such as navigating hyperlinks and evaluating online

information. Educators need to adapt their teaching strategies to equip students with these

critical digital literacy skills.

A Longitudinal Study by Lonigan and Shanahan (2021) provided valuable insights

into the progression of phonemic awareness and its impact on reading skills among young

children. Over four years, from kindergarten to third grade, the researchers meticulously

observed and analyzed the development of phonemic awareness, focusing on its influence on

reading fluency and comprehension. The study found that phonemic awareness develops

significantly during the early years of schooling. Children who exhibited higher levels of
phonemic awareness in kindergarten demonstrated stronger reading skills in subsequent

grades.

The study conducted by Smith, J. and Johnson, L. (2015) investigated the

effectiveness of targeted phonemic awareness and phonics instruction in improving the reading

proficiency of non-readers. This research was conducted with a sample of elementary school

students identified as non-readers, implementing a structured intervention program over six

months. Based on their results, learners demonstrated a significant

improvement in reading proficiency compared to the control group. Specifically, students in the

intervention program showed enhanced decoding skills and increased reading fluency,

indicating the effectiveness of the phonemic awareness and phonics-based approach.

Reading is a fundamental skill essential for academic success, yet many grade

learners encounter significant challenges in this area. Understanding these challenges is

critical for educators, parents, and policymakers to provide effective support and interventions.

The study by Leaño et al., 2019 found that all five Indigenous learners had limited

English vocabulary and struggled to name objects in their surroundings. They struggled to

recite weekdays, months, and common Philippine events. They had difficulty communicating

illustrated antonyms and synonyms. These findings suggest a language intervention to

enhance key English semantic skills.

According to the World Bank (2022), 90% of Filipino children are unable to read or

comprehend simple text by the age of ten, highlighting the critical need for systemic reforms to

improve access to resources, improve teaching methods, and create supportive environments

for reading development throughout the country.

In addition, Martinez and `Lopez (2023) stated that intervention brings out significant

improvement in enhancing the reading skills of learners. They found the significant benefits of

implementing early intervention strategies to support young learners who struggle with reading.

By addressing reading challenges at an early stage, educators and parents can foster a
foundation for continued academic success, emphasizing the importance of early support in

educational development.

The same difficulty at Cahil Elementary School was noted during the reading

assessment to Grade 3 learners to find out their reading level. They were assessed through

CRLA and Phil. IRI Group Screening Test (GST).

Based on the results of reading assessments, 17% or 5 out of 30 Grade 3 pupils

tested in Filipino are full refreshers, while 3% or 1 out of 30 learners fall under moderate

refreshers, 23% or 7 children were light refreshers and 57% or 17 out of the total enrolment

was grade ready. Meanwhile, 23% or 7 out of 30 Grade 3 pupils tested in English were full

refreshers, 17% or 5 pupils were moderate refreshers, 17% or 5 learners fell under light

refresher, and 43% or 13 pupils were Grade ready. To bridge this gap, Project STAY (Settle in

school To learn to read and develop reading habits Among Young learners) was

conceptualized with targets to decrease the number of full refreshers by 50% at the end of the

First Quarter, 75% at the end of the Second Quarter, and 100% of the learners are a total

reader at the end of the school year. By linking new content to local experiences that are

familiar to pupils, learning will be more efficient and relevant to them.

This prompted the researchers to take this study to determine the key contributors

to reading difficulties among Grade 3 learners at Cahil Elementary School. The intervention

made by the researchers to address the problems and to determine the effectiveness of Project

STAY in their reading ability also gave an idea to the researchers to conduct this study.
V. Action Research Questions

The researchers sought answers to the following questions:

1. What are the key contributors to reading difficulties among Grade 3 learners at Cahil

Elementary School, as perceived by the learners' parents?

2. How effective is the Project STAY intervention in improving reading proficiency among

non-readers of Grade 3 learners?

3. What plan of action was proposed to improve the implementation of Project STAY?

VI. Innovation, Intervention, and Strategy

The acronym below states the strategies/solutions proposed by the researchers to

enhance the reading skills of Grade 3 learners.

S - ettle in school

As a result of reading baseline data through CRLA BOSY administration, the reading

level of the grade 3 pupils was determined. Parental consent informing the schedule of

remedial lessons for reading was sent to parents of the pupils who had undergone the said

intervention. Learners with reading difficulties are encouraged to stay in school beyond class

hours or DEAR time for remediation.

T - o learn to read

Learning to read and developing strong reading habits are foundational skills that

can significantly impact a learner’s educational performance and personal growth. Phonics-

based approach, whole language approach, multisensory learning, and technology integration

are some of the strategies to be utilized to achieve this goal. In the implementation of Project

STAY different reading interventions were used by the teacher for the non-readers to learn to

read. Engage learners with activities that emphasize sound recognition, such as rhyming

games, sound matching, and segmenting words into phonemes to build foundational reading

skills. Aside from that, the following reading strategies were used: teaching letter sounds,
utilization of Marungko Approach, Claveria Reading Techniques, and Fuller Approach. The

reading intervention will be done through one-on-one tutoring or small group sessions.

A - mong the reading habits good practices that will boost the interest of the pupils

are as follows: establishing reading corners in classrooms with a variety of age-appropriate

reading materials, pairing learners with reading buddies to encourage peer learning and

support, organizing monthly reading challenges with rewards to motivate consistent reading,

engaging parents to support their children's reading development at home and providing

teachers with training on effective reading instruction and intervention strategies.

Set up inviting and comfortable reading corners in classrooms and libraries, stocked with a

diverse selection of books will cater to different interests and reading levels of the learners.

Peer teaching and reading buddies were some of the strategies utilized to assist learners who

have struggles when it comes to reading. Learners are encouraged to read a variety of reading

materials to inculcate in their minds the value of reading and develop good reading habits.

Y - oung learners

The clientele through combining these innovative strategies and interventions can

create a comprehensive approach to learning to read and developing lifelong reading habits.

The vital role of these innovations makes reading an enjoyable and integral part of their daily

learning, both in educational settings and at home. Fostering a love for reading during the

early foundation, will open the door to endless knowledge, opportunities, and personal growth.

Pupils' reading skills and abilities are monitored and evaluated quarterly through reading

assessments such as CRLA EOSY and Phil. IRI. Feedback and results of the assessment

were relayed to the parents during the Parent-Teacher Conference.

This proposed innovation is implemented for Grade 3 pupils. The activity is done for

one hour, beyond class hours, or during DEAR time. Project STAY - (Settle in school to learn

To read and develop reading habits Among Young learners) is designed to help young learners

not only learn to read but also develop lifelong reading habits ensuring that learners receive
 the support they need to become passionate readers and all aspects of the project are

addressed, leading to successful implementation and sustained impact.

VII. Action Research Methodology

a. Participants and/or other Sources of Data and Information

In this study, the respondents are the 30 Grade 3 parents of Cahil Elementary School.

b. Data Gathering Methods

Descriptive and quantitative methods of research were employed by the researchers in

this study. Informal interviews with pupils and parents were done to gather information on

factors leading to reading difficulty. The questionnaire served as the instrument for gathering

data for the researchers. A copy of the instrument was personally administered to the

respondents immediately after securing a permit from the school principal. This was validated

by school reading coordinators and the School Principal.

c. Data Analysis Plan

To determine the reliability of data analysis, the appropriate statistical tools that were

cited in the action research of Manalo and Galoyo (2017):

1. Frequency distribution. It is defined as the arrangement of data that shows the

frequency of different values or groups of values of variables.

2. Weighted Mean. The Likert Method of Scaling Techniques assigns a scale to each

of the four options. The weighted mean points for each item were obtained by multiplying the

scale value of responses by the total number of responses indicating it. The total weighted

point for each value-weighted means of each item was obtained by dividing the total weighted

point by the total number of respondents. This is synonymous with average. It is a sum of the

responses divided by the total number of respondents.

WM = Fw/N

Where:

WM = Weighted Mean
 Fw = Frequency multiplied by weight

N = Total number of respondents

3. Ranking. It means the position of an observation score or individual about its order

in the group according to some characteristics such as magnitude usually indicates numbers.

The higher quality may be given as rank one, the second as rank two, and so forth.

4. Likert Scale. This was used to interpret and analyze the parents’ responses.

Option Range Verbal Interpretation

4 3.25-4.00 Very Effective
3 2.25-3.24 Moderate Effective
2 1.75-2.24 Less Effective
1 1.00-1.74 Ineffective
VIII. Discussion of Results and Reflection

This part of the research presents the tables, data analysis, and interpretation

generated from the research questionnaire.

Part 1. This part pertains to the Contributing Factors to Reading Difficulties Among

Grade 3 Learners, as perceived by their parents.

Table 1

Contributing Factors to Reading Difficulties Among Grade 3 Learners

Weighted
Indicators Interpretation Rank
Mean
1. Develop phonemic awareness 3.5 Strongly Agree 3.5
2. Recognize the sounds of alphabet letters 3.8 Strongly Agree 1.5
3. Experience difficulty in recognizing words 3.0 Agree 7
4. Exhibit poor reading comprehension 2.9 Agree 8
5. Conducive reading environment 3.2 Agree 5
6. Availability of appropriate reading materials 3.1 Agree 6
7. Experience absenteeism 2.7 Agree 9.5
8. Show a lack of interest in reading 2.7 Agree 9.5
9. Encounter difficulty with the pronunciation 3.5 Strongly Agree 3.5
10. Experience no follow-up at home 3.8 Strongly Agree 1.5
Composite Mean 3.08 Agree
The respondents assessed the Contributing Factors to Reading Difficulties Among

Grade 3 learners, as perceived by their parents. These items obtained an overall weighted mean

of 3.08, which means agree. Moreover, it was revealed that statements number 2, and 10 ranked
1st with the highest weighted mean of 3.8 or strongly agree which means that the respondents,

“Recognize sounds of alphabet letters; and Experience no follow-up at home”.

It was followed by statements number 1, and 9, which both got a weighted mean of 3.5 or

strongly agree which means that the respondents, “Develop phonemic awareness; and Encounter

difficulty with the pronunciation”.

This was supported by the study conducted by the World Bank (2022), wherein 90% of

Filipino children were unable to read or comprehend simple text by the age of ten, highlighting

the critical need for systemic reforms to improve access to resources, improve teaching methods,

and create supportive environments for reading development.

This result was also related to the study conducted by Lonigan and Shanahan (2021)

which provided valuable insights into the progression of phonemic awareness and its impact on

reading skills among young children. The study found that phonemic awareness develops

significantly during the early years of schooling. Children who exhibited higher levels of phonemic

awareness in kindergarten demonstrated stronger reading skills in subsequent grades.

Part 2. This part pertains to the Effectiveness of Project STAY in improving reading

proficiency.

Table 2

Effectiveness of Project STAY in Improving Reading Proficiency

Indicators Weighted
Interpretation Rank
Mean
1. Improve the reading skills of the learners 3.5 Very Effective 4.5
2. Improve the reading comprehension level of the 3.7 Very Effective 1
pupils
S 3. Increase vocabulary development of learners Very Effective 4.5
3.5
4. Improve learners’ academic performance 3.6 Very Effective 2.5
5. Enhance cognitive development 3.4 Very Effective 9.5
T 6. Develop reading habits among learners 3.6 Very Effective 2.5
A 7. Boost learners’ self-confidence in reading 3.5 Very Effective 4.5
8. Enhance pupils’ interest in reading 3.5 Very Effective 4.5
Y 9. Increase engagement in learning 3.5 Very Effective 4.5
10. Develop social skills 3.4 Very Effective 9.5
Composite Mean 3.51 Very Effective

The Effectiveness of Project STAY in improving reading proficiency was assessed

by their parents as the respondents. These items obtained an overall weighted mean of 3.51,

which means very effective. Moreover, it was revealed that statement number 3 ranked 1 st with

the highest weighted mean of 3.7 or very effective which means that, it improves the reading

comprehension level of the pupils”.

It was followed by statements number 2, and 7, which both got a weighted mean of 3.6,

or very effective which means that it develops reading habits among learners; and Improves

learners’ academic performance.

As stated by Martinez and Lopez (2023) intervention brings out significant improvement

in enhancing the reading skills of learners. They found the significant benefits of implementing

early intervention strategies to support young learners who struggle with reading. By addressing

reading challenges at an early stage, educators and parents can foster a foundation for continued

academic success, emphasizing the importance of early support in educational development.

In the light of the findings presented in this study, the following conclusions are drawn:

1. Grade 3 learners encountered key contributors in reading difficulties such as recognizing

sounds of alphabet letters; experiencing no follow-up at home; difficulty in developing

phonemic awareness and pronunciation; unconducive reading environment; poor reading

comprehension; appropriate reading materials and absenteeism.

2. The intervention activities implemented through Project STAY were found to be very

effective as assessed by the learners’ parents.

Based on the findings and conclusions, the following recommendations were hereby

offered:

1. Project STAY should be consistently applied and adopted by other grade levels to

enhance the reading abilities of CES learners and foster the development of additional

skills.

2. Educators, parents, and the school principal will maintain their support to guarantee the

advancement of learners' performance.

 3. Teachers might encourage their pupils to read regularly to boost their reading proficiency

and understanding.

4. To further improve the implementation of Project STAY, an action plan was developed.

PROJECT STAY - (Settle in school To learn to read And develop reading habits among

Young learners)

Project Description Objectives Strategies Time Frame Persons Budget Expected

Title Involved Output

Project (Settle in To determine Assess First week of Teacher Self- CRLA

STAY school To the reading reading level September Pupils Help result/Summary
learn to level of each through 2023
read And pupil administration
develop of CRLA
reading
habits
among
Young
learners)

To inform Seek Second week SH Self- Compilation of

parents of the permission of September Teacher Help letter to parents
pupils who will from SH and 2023 Parents
undergo send a letter to Pupils
reading parents to
interventions conduct
Project STAY
and
preparation for
Project
Proposal

To receive a Intensify Year Round SH, Donatio Collected

variety of support from Teachers, ns different reading
reading stakeholders Pupils, materials from
materials from for the Public and internal and
donations donated Private external
reading Sectors, SK stakeholders
materials Chairman
List of donors
and materials
received

To develop Involve all Year Round Teachers Donatio Pupils/children

reading habits Grade 3 pupils Pupils ns involved were
among Grade to practice Self- developed and
3 learners good reading Help practiced good
habits during reading habits
free time by
asking for Accomplish-
support from ment Report
the parents

To help class Conduct Year Round Reading Donatio Pictorial Report

advisers build workshops materials for ns/
a strong and training ELLN and Self-
foundation for sessions for numeracy Help
early language class advisers tools
literacy and
numeracy
IX. Action Research Workplan and Timeline

Activities Timeline Output

Drafting the action research September 21-26, 2024 Approved Action
proposal Research Proposal
Crafting the questionnaire September 30-October 2, Accomplished survey
2024 questionnaire
Informing immediate October 3, 2024 Received copy of
supervisor/parents of pupils conforme and letter of
through conforme and letter consent
of consent
Distributing and retrieving of October 7, 2024 Accomplished survey
questionnaire to respondents questionnaire
Tallying, analyzing and October 8-10, 2024 Formulated results and
interpreting results discussion
Designing conclusions and October 14, 2024 Presented conclusions
recommendations of the and recommendations of
study the study
Dissemination of the result October 15-18, 2024 Benchmarking and
sharing of the practices

X. Cost Estimates

ITEM AMOUNT/UNIT QUANTITY COST

Bond Paper P230.00 1 ream P230.00
Black Ink Refill P365.00 1 bottle P365.00
Food and drinks
P20.00 per pack 25 P500.00
for respondents
TOTAL COST P1,095.00

XI. Plan for Dissemination and Utilization

This action research will gain significant importance to the following persons:

To the reading coordinator, the result of this study will serve as the motivating factor to have

better programs for pupils’ reading development.

To the supervisor and school heads, wherein the study can help in planning for

professional development which can assist teachers to hone pupils’ progress in reading ability

and comprehension.

To the teachers, the data and findings to be formulated from the study can support in

improving their strategies and approaches to developing pupils’ skills in reading.

 To the pupils, the project will lead to independent and total readers.

To parents, they may ensure the learning development of their children in different aspects

of reading.

XII. References

A. Online Source

Leaño, A. J., Norfishah Mat Rabi, Rabi, N. M., & Piragasam, G. A. G. (2019). Speaking
Difficulties Of Philippine Indigenous Learners In English Semantics. Southeast Asia
Early Childhood Journal, Vol. 8.

Leu, D. J., Forzani, E., Rhoads, C., Maykel, C., Kennedy, C., & Timbrell, N. (2015). The new
literacies of online reading comprehension: Expanding the literacy and learning
curriculum. Journal of Adolescent & Adult Literacy.

Lonigan, C. J., & Shanahan, T. (2021). Phonemic Awareness and Its Role in Reading
Development: A Longitudinal Study. Reading Research Quarterly, 56(1), 73-90

Martinez, P., & Lopez, R. (2023). Long-term effects of early reading interventions in
preschool children with reading difficulties. Early Childhood Research Quarterly, 63,
305-316.

Smith, J., & Johnson, L. (2015). Investigating the effectiveness of targeted phonemic
awareness and phonics instruction on improving the reading proficiency of non-readers.
Journal of Educational Research.

World Bank. (2022). 90% of Filipino children unable to read simple text by age 10. Retrieved
from https://orcid.org/0000-0002-4179-333X 2024.

B. Action Research

Manalo, Cerilina A. (2017). The Role of School Head in Developing Culture of Research in
Calaca District

Galoyo, Franklin C. (2017). Difficulties Encountered by Calaca Senior High School Learners
in Science Subjects: An Input to Game-Based Learning Strategy (GBLS). An Action
Research

C. Legal Basis
DepEd Memorandum No. 173, s. 2019, “Hamon: Bawat Bata Bumabasa”
XI. Financial Report

ITEM AMOUNT/UNIT QUANTITY COST

Bond Paper P230.00 1 ream P230.00
Black Ink Refill P365.00 1 bottle P365.00
Food and drinks
P20.00 per pack 25 P500.00
for respondents
TOTAL COST P1,095.00
Prepared by:

MAJOY D. HERNANDEZ

EMMIE E. MACATIGBAC
Cahil Elementary School
Proponents

CALACA DISTRICT ACTION RESEARCH TEAM

ANABEL R. MARASIGAN, EdD

Chairperson

CERILINA A. MANALO ELMA V. MANALO EdD

Co-Chairperson (Elementary) Co-Chairperson (Secondary)

Members:

VIVIAN C. SILVA EdD FRANKLIN GALOYO PhD

JENEVIEVE P. DE LEUS EdD GLORIA C. SALAZAR, MA, LPT

JEAZELL C. DE GALA PhD JOEMARK R. GUMAPAC EdD

JOHN RICH D. BUÑO EdD

LILY ANNE V. CERILLO

 QUESTIONNAIRE on Project STAY (Settle in school to Learn To read and develop
reading habits Among Young learners): BASIS FOR ENHANCING READING SKILLS OF
GRADE 3 PUPILS AT CAHIL ELEMENTARY SCHOOL SY 2023-2024
Name: ___________________________________________ (Optional)

I. Contributing Factors to Reading Difficulties Among Grade 3 Learners As Perceived by

the Parents
Directions: Kindly check the appropriate column that corresponds to your assessment
of the primary factors contributing to reading difficulties among Grade 3
learners. Please be guided by the following code:
4 - Strongly Agree - SA
3 - Agree - A
2 - Strongly Disagree – SD
1 - Disagree – D
A. CONTRIBUTING FACTORS RESULTING TO SA A SD D
READING DIFFICULTIES 4 3 2 1
1. Develop phonemic awareness
2. Recognize sounds of alphabet letters
3. Experience difficulty in recognizing words
4. Exhibit poor reading comprehension
5. Conducive reading environment
6. Availability of appropriate reading materials
7. Experience absenteeism
8. Show a lack of interest in reading
9. Encounter difficulty with pronunciation
10. Experience no follow-up at home

II. Effectiveness of Project STAY

Directions: Kindly check the appropriate column that corresponds to your assessment on the
effectiveness of Project STAY in enhancing the reading ability of Grade 3 learners.
Please be guided by the following code:
4 – Very Effective
3 – Moderate Effective
2 – Less Effective
1 – Ineffective
A. EFFECTIVENESS OF PROJECT STAY AS
VE ME LE IE
INTERVENTION IN ENHANCING LEARNERS' READING
4 3 2 1
ABILITY
1. Improve the reading skills of the learners
2. Improve the reading comprehension level of the pupils
3. Increase vocabulary development of learners
S 4. Improve learners’ academic performance
5. Enhance cognitive development
T 6. Develop reading habits among learners
A 7. Boost learners’ self-confidence in reading
8. Enhance pupils’ interest in reading
Y 9. Increase engagement in learning
10. Develop social skills