PROJECT DESCRIPTION FOR SIM

Title of the Project:

THE LADDER READING APPROACH: Grounded on the 5 Components of Reading

Instruction

Rationale:

In congruence with the Regional Memorandum no. 243, s. 2019, known as the Project
Care for Northern Mindanao Readers (CNR), Labo National High School positively responds to the
goal of making every learner an independent reader in the English and Filipino. The school enjoins
to this dire need of responding and addressing the concern regarding the delivery of effective
reading lessons.
Also, based on the result from the Phil-IRI Pre-Test conducted among our learners, there
have been 80 students listed as struggling readers from the junior high school and 24 students
from the senior high school. This is an alarming fact that needs to be addressed immediately with
effective approach and sustainable reading program.

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Project Description:

This reading approach is anchored on the results presented by The National Reading Panel
Report (National Institute of Child Health and Human Development [NICHD], 2000), which clearly
shows effective reading instruction addresses five critical areas:
 Phonemic awareness
 Phonics
 Fluency
 Vocabulary
 Comprehension
Thus, this report has been the foundation of the conceptualization and realization of the
approach. Every learner needs to master every component one at a time. The five components
are arranged in hierarchy. Identified struggling readers have to undergo lessons under basic
phonemic awareness before heading up to reading comprehension level. The learner must
complete the lessons under each station before proceeding to next higher-level stations. This
approach follows a step by step process which targets the required basic reading requirement
for every reader to master.
There are five stations. Each station offers lessons that a learner must complete. The
reading instructor will determine the most suitable materials that could cater the students’
reading level.
Station 1 is about Phonemic Awareness which may include lessons like phonemes,
rhymes, on-site rimes, syllables, sentence segmentations and more. Phonemic awareness is an
understanding about and attention to spoken language.
Station 2 focuses on Phonics such as learning new sound and the letter used to spell the
sound. Phonics instruction is intended to help young readers understand and use the alphabetic
principle.
Station 3 concentrates on Fluency. Fluency is recognizing the words in a text rapidly and
accurately and using phrasing and emphasis in a way that makes what is read sound like spoken
language.
Station 4 provides lessons about Vocabulary. The term vocabulary refers to words we
need to know to communicate with others. Vocabulary is important in word recognition.
Station 5 is mainly all about Reading Comprehension. Comprehension involves constructing
meaning that is reasonable and accurate by connecting what has been read to what the reader already
knows and thinking about all of this information until it is understood.

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Benefit to the Learners:

Enrolled learners who were initially identified as struggling readers based on the PHIL-IRI pre-test
result will be the recipient of this program. This reading approach is laddered, which means that all of
them are required to master the basic reading requirement.

Through the Ladder Reading Approach, the learners will most likely become:

A. Skillful in their production of sounds and word use;

B. Fluent in reading texts;
C. Aware of the phonetic principles of both the English and Filipino language;
D. Critical thinkers as they have to comprehend reading passages, narratives, novels, etc.; and
E. Independent and effective readers and communicators

Sustainability Plan:

A. The Implementation Process

To ensure the proper and effective implementation of this method, the following steps
should be observed:

1. Each learner will be provided will the

“Reader’s Progress Card”. This card
contains the lessons under 5 stations. In
the “Remarks” section of the card, the
reading teacher may input “Completed”
to endorse the reader to proceed to the
next lessons or stations. (see image)

2. In this program, any teacher could teach

any student as the “Reader’s Progress
Card” allows the reading instructor to
trace and to provide the appropriate
lessons from the station the student-
reader currently belongs.

3. The “Reading Stations” provide and suggest lessons and interactive activities for the
learners.
Station 1 is all about Phonemic Awareness. Here, students have to be taught with
the correct syllabication, segmentation, isolation, pronunciation of vowels and
sounds of a word.

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 Station 2 offers lessons about Phonics such as learning new sound and the letter
used to spell the sound. The teacher may provide sound and words of vowels and
sounds of words.

Station 3 is concerned on the Fluency of the readers. Thus, this station asks
students to read passages, tongue twisters, and relevant enhancement activities
for rapid and correct production of sounds.

Station 4 focuses on Vocabulary. In order to improve the reader’s level of

comprehension and inference, he/she must be exposed with various words and
concepts. Crossword puzzles, boggles, context clues, word search, dictionary
games, and word use are some suggested activities.

Station 5, the Reading Comprehension sums up all the learning the student
obtained from all stations. This now tests his/her reading progress by allowing
him/her to read a story or a passage that will stir his/her critical thinking skills.
Also, it may be done in an interactive manner. As an example, it could be through
a Karaoke singing. The reader may be asked to sing the lyrics of the song, and the
instructor will ask questions about the song right after.

4. The progress of a reader might differ from others. Hence, there might be some who
could complete the stations faster. These early completers may be asked to help the
reader who is still lagging behind. These completers will be promoted as “Reading
Buddy”.

5. Reading instructors will only write “COMPLETED”, enclosing his/her signature, on the
“Remarks” section of the learner. This means that the instructor must ensure that the
learner could pass the lessons under each station. This is to ensure that all necessary
basic reading skills has been acquired and mastered by the learner.

6. To ensure motivation among the readers, after completing a station, they may claim
a reward from the “Completers’ Reward Booth”.

7. The completers will be rewarded and the commendable completers will be recognized
during the completion or culmination day.

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 B. Sustainability Plan

a. There will be a conduct of monitoring and evaluation of the program to be

implemented using the Monitoring and Evaluating Template aligned to the
guidelines set by the division office.
b. The said monitoring and evaluation will be conducted at least once a week to
be administered by the reading coordinator and school heads to document
effective practices and prove the impact of the program. More so, the result
of the evaluation will give light on the effectiveness of the said program
leading to the determination of some areas requiring attention of
improvement.
c. To continually uphold and carry out the program, all learners under the
program shall be encouraged to join reading celebrations such as the Reading
Festival in the month of November and will be recognized and awarded every
end of the school year.
d. Parents and even barangay officials can also become reading coaches to
continually provide reading lessons even at home.

Proponent:

DAPHNIE S. MONETEVERDE
Labo National High School
Ozamiz City, Misamis Occidental

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