PROJECT BIG SIX: AN ASSESSMENT OF PHONEMIC AWARENESS AND VOCABULARY ACQUISITION AMONG GRADE 3 LEARNERS

ABSTRACT : The action research investigated the effects of Project “Big Six” (localized, targeted reading intervention) on the literacy competency of 51 Grade 3 learners of Bolitoc Elementary School. A quantitative, one-group pre-test/post-test pre-experimental study design was used to compare baseline reading scores across Phonemic Awareness and Vocabulary Acquisition to post-intervention results. The demographic profile revealed that 43.14% ( = 22) of participants were male and 56.86% ( = 29) were female, with the majority belonging to the 8-year-old age bracket ( = 31, 60. 78%). The class mean score increased from a baseline pre-test of 12.63 to a post-test score of 21.84, demonstrating an overall mean score gain of +9.22 points (a 72.99% improvement). Male pupils recorded a mean score gain of +9.36 points (+78.66%), while female pupils achieved a mean gain of +9.10 points (+68.73%). Inferential statistical analysis via a pairedsamples -test produced a computed -value of 21.05, exceeding the critical -value of 2.009 ( = 50, < 0. 0001), leading to the rejection of the null hypothesis ( ). Findings demonstrate that Project Big Six targeting core reading componentssignificantly enhances primary reading mastery.

KEYWORDS: phonemic awareness, primary learners, Project Big Six, reading intervention, vocabulary acquisition