The The Effect of Read-Act-Tell Strategy in Early Childhood Care and Development

2026-04-09T00:19:14+00:00

This study examined the effectiveness of the Read–Act–Tell (RAT) strategy in enhancing the Early Childhood Care and Development (ECCD) of preschool pupils at Sir Arthur E. Cooper Elementary School. The RAT strategy integrates three stages—reading stories, dramatizing events, and retelling narratives—to foster comprehension, creativity, and communication skills. Grounded in Piaget’s Cognitive Development Theory and Vygotsky’s Sociocultural Theory, the strategy emphasizes active, play-based, and socially mediated learning experiences that are developmentally appropriate for young learners. A quasi-experimental one-group pretest–posttest design was employed, involving 44 preschool pupils assessed across multiple developmental domains: gross and fine motor skills, self-help skills, receptive and expressive language, cognitive development, and socio-emotional growth. Standardized ECCD checklists and classroom observation tools validated by the Department of Education were used to measure progress. Results revealed significant improvements in language comprehension, expressive communication, and socio-emotional interaction, alongside notable gains in cognitive and motor development. The findings demonstrate that the RAT strategy is an effective pedagogical approach for bridging literacy gaps among preschool learners, particularly those struggling with reading and self-expression despite prior exposure to early childhood programs. By combining storytelling, dramatization, and retelling, the strategy nurtures imagination, confidence, collaboration, and holistic growth. This study underscores the importance of integrating interactive, multimodal strategies into preschool instruction to strengthen literacy foundations, promote school readiness, and support the broader goals of quality early childhood education.

Early Intervention Programs for Supporting Non-readers

2026-04-10T01:57:31+00:00

This mixed-methods study examined the implementation and effectiveness of early intervention reading programs for 66 Grade 4–6 non-readers at Ani-e Elementary School, Calatrava District 1, Negros Occidental, Philippines. Qualitative data were gathered through semi-structured interviews with five educators, while quantitative data were collected via researcher-validated questionnaires and the Philippine Informal Reading Inventory (Phil-IRI). Findings revealed that Ani-e Elementary School implements structured early intervention programs, including Read and Succeed and Project E-RENE, using explicit phonics instruction, multisensory approaches, differentiated instruction, and peer-assisted learning. Program resources and support were rated as highly adequate (composite mean = 4.48, very great extent), with strong administrative backing and well-developed assessment tools. Learners demonstrated significant progress in word reading (M = 91.70, instructional level) and reading comprehension (M = 62.23, instructional level), with no significant differences across grade levels (word reading: p = 0.271; comprehension: p = 0.070). However, a highly significant difference was found between word reading and comprehension gains (p = 0.000), indicating that learners made substantially greater progress in decoding than in comprehension. While the programs effectively addressed foundational literacy skills, recommendations include enhanced comprehension strategies, improved cultural relevance of materials, expanded technical support, optimized learning environments, and strengthened ongoing assessment practices. This study provided evidence-based insights to sustain and improve early intervention reading programs in Philippine elementary schools. Overall, the study concluded that while Early Intervention Reading Programs were effective in improving foundational literacy skills, their impact was moderated by learner engagement and contextual factors. Strengthening individualized support, motivation strategies, and home-school collaboration was recommended to enhance program effectiveness further and sustain literacy development among struggling readers.

Polaris Global Journal of Scholarly Research and Trends

The The Effect of Read-Act-Tell Strategy in Early Childhood Care and Development

Early Intervention Programs for Supporting Non-readers