Republic of the Philippines

Department of Education
Region X – Northern Mindanao
DIVISION OF MISAMIS ORIENTAL
District of Salay
AMPENICAN ELEMENTARY SCHOOL

REMEDIAL READING PROGRAM

I. “ KAUGMAON KO, ANG KAHIBALO KO”
II. Rationale.
Reading is an avenue of understanding of our existence. If a child do not know how to
read he/she is deprive of all his rights in our society, his future is in danger. The rights
to education is a proper forum to correct the situation. In this connection, our
Department has issued several orders and memorandums, and institutionalized the
Reading Inventory of all learners through the Phil IRI, to help our society achieved the
Departments development goals and helped shape the better future for our children.

So, this reading program, “KAUGMAON KO, ANG KAHIBALO KO”, is designed to help
our learners especially the identified NR,(Non-Readers) in all grade levels, to develop
their love of reading so that any teachings from syllables to simple words and phrases
will be inculcated into their minds in the early grades. For FR, (Frustration Readers),
improvement in their reading ability of recognizing words and phrases in a sentence
to paragraphs to be able to comprehend what they read. For IR, (Instructional
Readers), Improvement in their comprehension skills of the sentences, paragraphs
and stories, to be able to understand what they read. For InR, (Independent Readers)
Enhancing their comprehension, to be able to maintain and improve for more , to be
able to help others in need.
The table below shows the present situation of the school learners in reading both in
English and Filipino from Grade 2 to Grade 6 which is alarming. Phil IRI Pre test in
English and Filipino conducted last July 4, 2019, shows a negative results:

PHIL IRI ORAL PRETEST RESULT IN FILIPINO

SY 2019-2020

Reading Level
Instructional

Independent
Non-reader

Frustration

TOTAL
No. Grade Level No. of
Enrolment Pupils
Tested

Grade 2 20 20 4 9 6 1 16
Grade 3 17 17 6 7 3 1 11
Grade 4 15 15 2 10 3 0 13
Grade 5 16 16 3 5 7 1 13
Grade 6 16 16 0 5 7 4 16
TOTAL 84 84 15 36 26 7 84
 PHIL IRI ORAL PRETEST RESULT IN ENGLISH
SY 2019-2020

Reading Level

Frustration

Instruction

Independe
No. of

reader
Non-
Enrolment Pupils

nt
al
Grade Level
Tested TOTAL
Grade 2 20 20 4 15 1 0 20
Grade 3 17 17 6 10 1 0 17
Grade 4 15 15 2 11 2 0 15
Grade 5 16 16 3 5 8 0 16
Grade 6 16 16 0 6 6 4 16
TOTAL 84 84 15 47 18 4 84

III. OBJECTIVES. (Target)

1. To instil/inculcate Love of reading to all school children,
2. To develop reading recognition skills of the words and phrases on the part of the Non -
Readers & Frustration Readers ,
3. To improve reading comprehension skills on the part of the Instructional Readers,
4. To enhance/ enforce the reading ability of the Independent readers,
5. To remediate all types of learners during remedial time schedule, specifically:
5.1, to achieve at least 75% decrease on the number of Non Readers after the
administration of the Post -test in February 2020;
 Non Readers from 15 down to 4 , and
 Increase the number of Independent
Readers to at least 75% of the number of pupils tested;
In Filipino, from 4 to 68 pupils out of 84 pupils, and
In English, from 7 to 71 pupils out 84 pupils.

IV. PROJECT DESCRIPTION.

The School Reading Program will use the Individualized Instruction according to type
0f Readers. Four teachers for four type of readers will do the job. One teacher for all
Non –Readers from Grade 2 to Grade 6, One Teacher for All Frustration Readers, and
so on, and so forth. There will be a focus of instruction. Since there are 6 teachers on
duty, 2 teachers will be assigned in the clerical works ,or will do the run errand.

The Remediation will start at the same time in the afternoon after the regular class
hours, at 3:30 to 4:30. OR 4:00 to 5:00. All type of readers in all classes will proceed
to their designated classrooms for such type of Readers. No pupils will go home .

The Remedial Classes will be interrupted if there are intervening subjects that will do
their course every month, like having the lingo ng wika and Sports for the month of
August, Scouting Month for the month of September, Math and Science Activities,,
LAC sessions every Friday, etc.
VI. SUGGESTED TOPICS,ACTIVITIES,STRATEGIES
(Content-Based Instruction. English) Reference: D.M. 141,s. 2019
I. FOR NON-READERS.
A. Materials :
1. Reading Inventory Form. (Word Recognition Summary Form).
2. List of Pupils Reading Level as of June (Start of the program)
3. Progress Chart (Progression chart showing the progress of child development
From the start of the program)
4. List of topics/activities to be undertaken
5. Instructional Materials
a. Multi-media /ICT equipment
b. Functional/ Indigenous Charts (Marungko, Fuller, Dolch
c. Manipulative/Actual objects
d. Workbooks (Marungko Approach , Fuller Approach, Dolch Basic Sight
Words
e. Small and Big Books,
f. Modules
g. Pictures, cut-outs
h. Evaluation Materials
B. TOPICS/ACTIVITIES
1. Auditory Descrimination
2. Visual Descrimination
3. Phonemic awareness
4. Blending of sounds
5. Dolch Basic Sight Words
6. Reading of Syllable, words, phrases, sentences, simple paragrapgss and
Stories
7. Answering LOTS & HOTS of simple and Local Stories
8. Evaluation and presentation of outputs

II. FOR FRUSTRATION READERS

A. Materials :
1. Reading Inventory Form. (Word Recognition Summary Form).
2. List of Pupils Reading Level as of June (Start of the program)
3. Progress Chart (Progression chart showing the progress of child
development From the start of the program)
4. List of topics/activities to be undertaken
5. Instructional Materials
a. Multi-media /ICT equipment
b. Functional/ Indigenous Charts (Marungko, Fuller, Dolch
c. Manipulative/Actual objects
d. Workbooks ( Teacher-Made Workbooks, Parents-Made Workbooks
e. Modules
f. Small and Bigbooks, Reading Materials
g. Pictures, cut-outs
h. Dictionaries
i. Evaluation Materials

B. TOPICS/ACTIVITIES for FRUSTRATION READERS

 1. Reading of Syllable, words, phrases, sentences, simple paragraphs and
Stories
2. Lecture-instructions on the use of dictionaries and its application to
reading
3. Answering LOTS & HOTS of simple and Local Stories using big books,
flannel board and picture cut-outs.
4. Evaluation of Performance
5. Presentation of outputs

C. FOR INSTRUCTIONAL READERS

A. Materials :
1. Reading Inventory Form. (Word Recognition Summary Form).
2. List of Pupils Reading Level as of June (Start of the program)
3. Progress Chart (Progression chart showing the progress of child
development From the start of the program)
4. List of topics/activities to be undertaken
5. Instructional Materials
a. Multi-media /ICT equipment
b. Functional/ Indigenous Charts
c. Manipulative/Actual objects
d. Workbooks ( Teacher-Made Workbooks, Parents-Made Workbooks
e. Modules
f. Small and Bigbooks, Reading Materials, ( Developing Reading Power
g. Pictures, cut-outs
h. Dictionaries
i. Evaluation Materials
B TOPICS/ACTIVITIES for INSTRUCTIONAL READERS
1. Reading and story telling of, sentences, paragraphs stories, and poems
2. Lecture-instructions on the use of dictionaries and its application to
Reading.
3.Answering LOTS & HOTS of simple and Local Stories using big books, flannel
board, and picture cut-outs
4.Dialogue/ Conversation
5 Rap/ Jazz chants
6.Evaluation of performance
7 Outputs presentation

D. FOR INDEPENDENT READERS

A. Materials :
1. Reading Inventory Form. (Word Recognition Summary Form).
2. List of Pupils Reading Level as of June (Start of the program)
3. Progress Chart (Progression chart showing the progress of child
development From the start of the program)
4. List of topics/activities to be undertaken
5. Instructional Materials
a. Multi-media /ICT equipment
b. Functional/ Indigenous Charts (Marungko, Fuller, Dolch
c. Manipulative/Actual objects
d. Workbooks ( Teacher-Made Workbooks, Parents-Made Workbooks
e. Modules
f. Small and Bigbooks, Reading Materials, ( Developing Reading Power
 g. Pictures, cut-outs
h. Dictionaries
i. Evaluation Materials

B TOPICS/ACTIVITIES for INSTRUCTIONAL READERS

1. Reading and story telling of, sentences, paragraphs stories, and poems
2. Lecture-instructions on the use of dictionaries and its application to
Reading.
3. Answering LOTS & HOTS of simple and Local Stories using big books, flannel
board, and picture cut-outs
4. Spelling Bee
5. Readers Theater
6. Dialogue/ Conversation
5 Rap/ Jazz chants
6. Evaluation of performance
7 Outputs presentation

VII. CONCLUSION/RECOMMENDATIONS/SUGGESTIONS

The School Reading Program is designed to improve the Learners Performance in

all subject areas., In the notion that the performance of the learners is the performance
of the Teachers who are tasked to educate the learners . In this connection, the
Performance of the Teachers is the Performance of the School.

With this concept, the school needs competent and committed teachers that will
be called the backbone of a progressive and performing school with the help of
competent and Performing Stakeholders, also with the guidance and assistance of an
understanding, and competent school head that leads the school towards the goal of
the program.

It is therefore recommended and suggested that all programs of the Deped

Division offices planned by their respective subject area Education Supervisors will not
result to an overlapping of activities. For it was noted that all EPS has its own programs
and projects to be implemented in a given month. They should give more time for
English and Filipino to undertake its way, so that there will be no obstruction of the
Remedial Reading Program as it goes its course from the start of program til’ end of
the program. Because all other subjects are useless if there are many Non-Readers and
Frustration readers throughout the country in general.

In addition to the above recommendation the DepEd National should repeal or

amend or review its DepEd Orders and Memorandums, or the curriculum regarding
the right ages of children that will be accepted in the educational system, and the
number and right subject area to be taught from the early grades like Kinder to Grade
3 in particular. Majority of our school children needs time for Literacy and Numeracy

BONIFACIO B. LUMINDAS JR.

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