Title: Evaluation of a School-Based Reading Remediation Program for Grades 1–3

1. Purpose of the Evaluation

To determine whether the Reading Remediation Program improves learners’ reading fluency and comprehension and to identify areas for program improvement.

2. Evaluation Questions

Does the program improve students’ reading fluency?

Does it improve comprehension?

Are the teaching strategies effective and developmentally appropriate?

What challenges do teachers and learners encounter?

What improvements can be recommended?

3. Methods

Design: Mixed-methods

Participants: 60 learners (Grades 1–3), 4 reading teachers

Data Collection:

Pre-test and post-test using PHIL-IRI or similar diagnostic tool

Classroom observations

Teacher interviews

Learner survey (simple, pictorial)

4. Findings (Hypothetical Example)

Average reading fluency increased by 30 words per minute.

75% of learners improved their comprehension level.

Teachers reported difficulty handling mixed-ability groups.

Observations showed limited use of differentiated strategies.

Strengths of the Evaluation

Mixed-methods approach – gives a complete picture by combining numbers and experiences.

Direct link to learner performance – uses pre/post tests to measure actual improvement.

Includes teacher and learner perspectives – enhances validity.

Clear evaluation questions – results are easy to interpret.

Weaknesses of the Evaluation

Small sample size – limits generalization to other grade levels or schools.

Short duration – improvements may not reflect long-term retention.

Possible testing effects – learners may improve because they become familiar with the test.

Dependent on teacher honesty – interviews rely on self-reported data.