READING PROGRAM RATIONALE

Learning to read is particularly hard because there are many things to

consider; the phonemic awareness, phonics, spelling pattern, vocabulary,
comprehension, etc. These things can make reading very frustrating for school
children.

We recognize that our school is faced with a variety of challenges when it

comes to teaching reading. Thus, to address the reading problems and to give
assistance to the pupils with reading difficulties, the school administrator devised
a reading program which aims to assess the pupils’ reading ability.

How to help children with reading problems is an ongoing process. Helping

children who are struggling with reading begins with understanding the
difficulties that are hindering them.

Through various reading materials, instructional devices, reading strategies

and techniques we can help improve the deteriorating reading proficiency of
pupils nowadays. This assessment led to the presentation of the School Reading
Program.
 INTERVENTION ON READING

It can be difficult to detect pupils who are struggling to get to grips with
reading. However, it is important that we exert all our efforts to help reduce and
eliminate reading difficulties, as reading intervention is the key in helping pupils
become good readers. Pupils with reading difficulties should be given support and
help they need from their teachers, school administrator and parents as well.

In view of the important rule that teachers and parents could contribute to
make the school reading program a reality, the AES school administrator called for
a teacher-parent assembly to discuss the possible reading intervention to be
given to those pupils identified with reading difficulties.

The following are the reading interventions to be undertaken by the

teachers and parents.

A.) TEACHERS

1. Conduct oral reading test

2. Identify the pupils with reading difficulties
3. Allocate 40 minutes a day for the class remediation
4. Implement the following suggested reading interventions:
a. Begin by teaching the short sounds of the five vowels and progress to
retain the most frequently used consonants.
b. Always speak to the class in a conversational voice at normal speed.
c. Use gestures, movements, facial expressions, objects, pictures, etc.
d. Drill each sentence pattern until the pupils can use it correctly and
automatically.
e. Introduce the vocabulary of routine expression incidentally and
informally.
f. Use vernacular if necessary to explain the ideas or meaning that the
children don’t understand.
 g. Provide reading materials for the pupils to read during lunch break or
any vacant period.

B) Parents

1. Must learn to establish control in the house regarding TV viewing, or other

unnecessary activities of their children.

2. Must closely follow-up their children’s reading activities.

3. Must support the school reading program.

 ACTION PLAN FOR READING PROGRAM
S.Y. 2012-2013
Name of Program: REDUCE and ELIMINATE READING DIFFICULTIES ( RERD )

Target Program activities Strategies Persons Time Expected

Areas Involved Frame Outcomes
Reduce A.Identify the very 1.Conduct an All class 2nd Very slow
very slow readers and oral reading advisers week and non-
slow non-readers from test from of readers are
and grade I-VI grade I-VI June identified.
non- pupils
readers
from
grade
1-VI
B.Reading 1.Allocate 40 minutes All class July- All class
remediation for all a day for class adviser March advisers/
identified very slow remediation English
and non-readers All English teachers will
from grade I-VI Teachers
conduct
reading
remediation
40 minutes
per day

2.Prepare a training Class adviser 1st Training

design in developing English week design
the reading ability of teachers of July prepared and
the identified very Sch. approved by
slow and non-readers Administrator
the
administrato
r

3.Prepare a class Class adviser 2nd Schedule of

reading remediation English week class reading
schedule to all teachers of July remediation
identified very slow prepared and
and non-readers
approved by
the school
administrator
 4.Conduct a daily class Class adviser 3rd Reading
reading remediation English week Progress is
which focuses on teachers of observable
Reading Skills and July-
Vocabulary March
Acquisition and
Reading with
Phonemic Awareness

C. Update/Produce 1. Purchase School Year Pupils’

the reading additional Administrator Roun interest in
instructional reading d reading is
materials materials
enhanced
and
developed

D. Maximize the 1. Conduct Class Adviser Aug- Result of the

School Reading Monthly English March reading
Program reading Teacher evaluation is
evaluation for School
used as basis
those Administrator
for additional
identified very
slow and non- reading skills
readers. to develop.
 TRAINING DESIGN
S.Y 2012-2013
NAME OF PROJECT: REDUCE and ELIMINATE READING DIFFICULTIES ( RERD)
DATE COMPETENCIES/SKILLS ACTIVITIES
rd
3 week of JULY Produce the correct sounds *Oral and written
in the alphabet including diagnostic by the English
the consonants Teachers
th
4 week of JULY Listen and produce *Watching video tapes
correctly the letter sounds *Teacher and pupils
of the alphabet activities
st
1 week of AUG. Listen and produce the *Watching video tapes
correct letter blends * Teacher and pupils
activities
nd
2 week of AUG. Read words with medial *Oral reading
sounds a-e through *Group and individual
decoding story telling
3rd week of AUG. Read words/sentences with *Pre-reading activities
long a and e *Games
Answer questions *Reading by pair
Find words that rhyme
Listen to story with medial
long sounds a
4th week of AUG 1st READING EVALUATION
1st week of SEPT. Read sentences with short *Pre-reading activities
i,o,u *Games
Listen to story *Reading by pair
Answer questions orally
and in writings

2nd week of SEPT. Read words/ sentences *Games

with long i,o,u *Reading by pair
Find words that rhyme

3rd week of SEPT. Read words with r blends *Pre-reading activities

Read sentences with *Reading through
correct phrasing flashcards
*Games/puzzles
4th week of SEPT 2nd READING EVALUATION
1st week of OCT. Produce the correct l *Pre-reading activities
blends *Games
Write missing words ( *Riddles
context clues
2nd week of OCT. Correct reading of words *Tongue twister
 with s blends *Blending exercises
Correct reading of words
with sn,sm,sw, st blends
3rd week of OCT. Correct reading of words *Spelling
with ch, th, wh blends *Blending exercises
*Name game
4th week of OCT. rd
3 READING EVALUATION
1st week of NOV. Produce the correct f *Group reading
blends *Spelling
Write missing words ( *Name game
context clues)
2nd week of NOV. Read words ending with *Games
double l
3rd week of NOV. Tell words that rhyme *Games
Answer questions correctly *Comprehension check-
up
4th week of NOV. th
4 READING EVALUATION
1st week of DEC. Listening to correct *Video watching
pronunciation of the words
2nd week of DEC. Pronounce the 100 most *Individual reading
used words and the DOLCH
words
1st week of JAN. Read words in the story *Comprehension check-
using phonic rules up
2nd week of JAN. Consonant diagraph c,k *Spelling
*Arranging scramble
words
3rd week of JAN. Read words with phonics *Individual reading test
rules
4th week of JAN. 5th READING EVALUATION
1st week of FEB. Consonant diagraph ng,nk *Picture rhyme

2nd week of FEB. Create new words using ing *Games

Read long words with gh,ph *Individual reading
sounds like f
3rd week of FEB. Pronounce sounds of gh,ph *Individual reading
4th week of FEB 6th READING EVALUATION
1st week of MARCH Pronounce sounds of hard *Individual reading
and soft th,c,g *Games
Read longer words and
sentences using hard and
soft th,c,g
2nd week of MARCH Read high frequency words *Individual reading
 Read the paragraph to
follow precise directions
3rd week of MARCH Read a short story
Get the general significance
of the selection
4th week of MARCH 7th READING EVALUATION
*Following directions
*Tongue twister
*Individual reading
*Comprehension check-
up