Republic of the Philippines

DEPARTMENT OF EDUCATION
Region IV- MIMAROPA
Division of Occidental Mindoro
SAN JOSE NATIONAL HIGH SCHOOL
Division Leader School
San Jose
Telefax: (043)491-4948

I. Proposed Title: Balanced Reading Program

II.Date/Venue: year round

III. Proponent: English Department

IV. Source of Fund: English Department PTA Fund/ MOOE

V. Rationale:
As an advocate of ECARP which is a national program that addresses the thrust
of DepED to make every Filipino child a reader at his/her own level, this institution would like
to address the demand of the reading toward improved learning. It is designed to equip learners
with strategic reading and writing skills to make them independent young readers and writers. It
also provides a tear-long training for teachers to make them multi-literate and independent
problem solvers.

Cognizant to this endeavor is the administration of the Philippine Informal Reading Inventory
(Phil-IRI) as one of the projects under ECARP. It is an authentic reading assessment tool that
attempts to evaluate the reading proficiency level of public elementary pupils nationwide. It is an
informal measure that determines the children’s use of comprehension, vocabulary and word
identification strategies within the context of the story, passage or poem. It also provides teachers
with both quantitative and qualitative information about the learner’s reading capabilities.

VI. Project Objectives:

OBJECTIVES STRATEGIES Time Frame

1. Establish valid reading Administration of Phil IRI
profile of learners. A. Pretest June 15-29, 2016
B. Posttest January 25-27, 2017
C. Class Observation Year round
2. Ensure the development of A. Data analysis and July 2016 -Pretest
reading skills through suited interpretation January 2017-Posttest
instruction. Close supervision among
teachers for the rapid growth
and refinement of learners. Year round

3. Enhance mastered reading Reading news brief, Year round

skills through interrelated activities announcements, trivia,
in the different subject areas. advertisements, passages,
quotations, scrabble, text
twist and bookworm
4. Effectively address the identified Remedial Reading Class Twice a week
reading difficulties of the learners. 4:15-5:15 Tuesday,
Wednesday
5. Regularly evaluate Classroom assessment Year round
implementation of the Reading
Programs
VII. Desired Impact and Outcomes of the Project
1. Valid reading profile of the learners.
2. Well-analyzed and interpreted reading profile as basis of classroom instruction.
3. Suited classroom instruction that answers the needs of the slow and non-readers.
4. Produce effective readers.
5. Improved reading ability.
6. Improved reading ability of the slow and non-readers.
7. Adjusted classroom instruction based on the result of evaluation.

VIII. Expected Participants:

There are forty-three (43) slow readers/non-readers identified during the
enrollment period. These learners are grouped into one class in Gr. 7-Ilang-ilang.

IX. Expected Expenses:

1. Reproduction of reading materials P 2,000.00

2. Purchase of supplementary reading materials 3,000.00

3. 2016 Division Training on Reading 2,000.00

Total P 7, 000.00

Prepared by:

JINNY VI C. PANGANIBAN, EdD

Head Teacher V

Noted:

RODEL M. BAHIA
Principal III