Project 555: A silent reading intervention towards an improved reading comprehension in English

Abstract

The study used descriptive research design to determine the effectiveness of Project 555 silent reading intervention to improve the reading comprehension of Grade Two pupils in a public elementary school in Laguna, Philippines. This was done through pre-testing and post-testing of two sections if class that served as control and treatment groups. It also assessed the level of knowledge, attitudes, and practices of teachers and administrators towards Project 555. Pre-test results revealed low level of reading comprehension among Grade Two pupils. Specifically, most of them belong to instructional, frustration and capacity level.  But after the implementation of Project 555 silent reading intervention, the reading comprehension of the pupils showed improvement. The pupils’ level of reading comprehension has reached to independent and instructional, and only one belongs to the lowest level i.e., capacity. Albeit the positive impact of this intervention in increasing the pupils’ interest in reading, the study recommended for the enhancement of Project 555 implementation by regular monitoring of the progress of the pupils in terms of their reading comprehension. It is also suggested that the study be conducted throughout the school year so that there would be sufficient time to implement the intervention and thus have requisite basis on the effectiveness of Project 555 in improving the pupils’ reading comprehension in English.