Impact of Project KSP (Kada Sitiong Pagkukuwento) in Developing Kindergarten Pupils’ Literal Comprehension

• Main Author: Reyes, Nimpha L.
• Format: text
• Published: Animo Repository 2024
• Subjects: impact; Kindergarten; parent storytelling; literal; comprehension
• Online Access: https://animorepository.dlsu.edu.ph/conf_archers/2023/paper_excel/8; https://animorepository.dlsu.edu.ph/context/conf_archers/article/1005/viewcontent/ARCHERS_Reyes___NIMPHA_REYES.docx.pdf
• Institution: De La Salle University

Project KSP (Kada Sitiong Pagkukuwento) is anchored in Division of Quezon’s Kindergarten Storytelling Program: Building Learners Authentic Zeal of Excellence in Reading (KSP:BLAZER). It capacitated parents in storytelling. The researcher spearheaded the program, their school was district pilot implementer. DepEd’s thrust is to make Quality Education accessible to all learners in Education Act of 1982 and one of the Sustainable Development Goals the United Nations is working on the Philippines. SDO-Quezon’s KSP:BLAZER anchored on Every Child A Reader Program (ECARP) is vital. Pupils learn better when they listen to stories, appreciate reading and develop literal comprehension. Schools catered Modular Learning during Covid-19 pandemic affected Kindergarten pupils’ skills development. The proponent believed in 3-way partnership of Parents, Teachers, and Pupils (Education Triangle Pedagogy) through Project KSP. Its objective is to find out impact of Project KSP in Developing Kindergarten Pupils’ Literal Comprehension. Descriptive method and purposive sampling were utilized for twenty-five Kindergarten pupils of Canda Elementary School, Sariaya, Quezon, School Year 2021-2022. It used Learners Reading Portfolio and interview protocols for learners and their parents played major role as storytellers and guided their children in accomplishing Portfolio. Most of the Kindergarten pupils answered literal questions orally based on the story listened to. Project KSP developed the competencies expected from participants, as evident in Reading Portfolio and interview protocols. Most of the Kindergarten pupils answered questions for literal comprehension skills orally. Project KSP intervention strategy helped meet the objectives expected of Kindergarten pupils. It was a good practice in facilitating modular instruction.