The recent results of the National Early Grade Reading Assessments 2019 and the Programme for International Student Assessment (PISA) 2022 highlight the need to support young Filipinos in literacy.
Recognizing that reading is a foundational skill that opens a child’s world to learning, our schools remain persistent to find ways to help early-grade learners develop the love for the skill.
SEAMEO INNOTECH, in knowing that technology has the potential to aid education in positive ways, hopes to support the Department of Education and be of assistance in supporting schools to develop reading competencies among learners.
Reading is a critical predictor of a learner’s future performance and achievement
The Southeast Asian Ministers of Education Organization Regional Center for Educational Innovation and Technology (SEAMEO INNOTECH) has taken on a project entitled “Technology-enabled Early-Grades Reading Interventions (TEEGRI) Towards Able Readers, Adept Learners (ARAL) at the end of Key Stage 1”.
In partnership with the Department of Education and the Reading Association of the Philippines (RAP), the project aims to support the development of fluent early-grade readers (able readers, adept learners) in the Philippines.
The project entails a research component to determine effective technology-enabled early-grade interventions (TEEGRI) in the country, the development of an effective TEEGRI model, and a capacity development program for public and private schools in implementing a TEEGRI.
Dive more into this topic. Download the research brief on Technology-Enabled Early-Grades Reading Interventions (TEEGRI) in pdf format: Towards Able Readers and Adept Learners: A Conceptual Framework for Technology-Enabled Early-Grades Reading Interventions (TEEGRI).
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Towards Able Readers and Adept Learners: A Conceptual Framework for Technology-Enabled Early-Grades Reading Interventions (TEEGRI)
To support the development of fluent early-grade readers in the Philippines, this research brief gives an overview of school-based technology-supported reading interventions in the country.
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