Enhancing English comprehension: a UbD mind walker intervention for remote upper-grade elementary students

This preliminary study examines the efficacy of the Mind Walker Reading Programme in improving word knowledge and reading comprehension skills in three upper-grade elementary students situated in a remote environment. The programme is based on the Understanding by Design (UbD) Model developed by Wiggins and McTighe (2011 & 2012). The research entails defining desired reading comprehension outcomes and establishing appropriate indicators for assessing reading comprehension abilities. To assess the program's impact and the retention of acquired skills, pre- and post-tests were administered, with a delayed post-test conducted over an 11-week period. Analysis of the test results, collected from the city government's test pool, reveals a significant enhancement in reading comprehension accuracy among participants who utilized the UbD Mind Walker reading tool. This study underscores the effectiveness of the UbD Mind Walker programme in improving English language proficiency and supporting sustainable learning for elementary school students, particularly in remote areas with limited educational resources.