Samar Colleges, Inc.

Catbalogan City, Samar

Junior High School Department

INTERVENTION PROGRAM FOR STUDENTS WITH LEARNING DIFFICULTIES IN

ENGLISH
S.Y. 2020-2021
I. Rationale
English is the world’s language and the Philippines is one of the many countries which uses English as
second language. According to PISA (2018), Philippines ranked the lowest on the reading comprehension
among 79 countries, the country also ranked low on Math and Science. The common denominator on the
following subjects is that all these subjects are taught in English. If a student cannot understand the
language, then he won’t be able to understand other subjects taught on the same language. It was also just
recently found by the Philippine Institute for Development Studies (PIDS) that Senior High School
students struggles to write in English. The problem will not just settle with Senior High School students
but it will definitely go back to their Junior High School training and the foundation made in the
elementary. Learning English should not just be limited to being able to read, write and speak, it should
most importantly be understood. It is indeed right that Philippine education extends its effort in
developing the students’ mastery, understanding and competence on the use of language.
II. Objectives

 Increase the students’ understanding of the language

 Alleviate the students’ fear on the use of language through different exposure activities
 Increase the students’ reading competence.
 Address the students’ problem on writing in English.
 Increase the students’ reading comprehension skills.
 Increase the students’ vocabulary
III. Difficulties Encountered
With years in teaching, the difficulties we’ve encountered in teaching English are the following:

 Students are not motivated to learn the language because they don’t usually use language outside
the classroom and sometimes even inside the classroom.
 Students are not into reading anymore, when asked to read a story, they opt to ask for a video of
the story.
 Teaching good pronunciations, diction, enunciation is a great problem, for them it is “kaartehan”
so they won’t bother to follow and improve.
 Writing their own speech, essay, poem and even bits of explanation is a struggle. They would
rather copy information from the internet and pass it without even understanding anything from
what they have copied.
 Poor reading skills
 Poor reading comprehension
 Poor listening skills
 Struggles in writing good sentences.
 Lacks knowledge on the use of grammar
IV. Proposed Interventions
English subject focuses on 5 macro skills namely; reading, writing, listening, speaking and viewing.
Some of the students are good at some of the skills yet slow on the other, the following proposed
interventions will help deal with the different learning difficulties on each of the macro skills.
1. For Reading
A. Basic Reading Tutorials (for non-readers)
Students will be identified base on the reading assessment administered beforehand. Identified non-
readers will undergo basic reading tutorials until reading fluency is achieved.

Schedule Budget Persons involved Success

indicators/monitoring
evaluation
Monday and Reading Materials  Concerned
Wednesday (free) c/o library students (Non- San Diego Reading
(after class) Readers) Assessment
 Assigned teachers
1 Hour per session

B. Reading Enhancement Meet-Up (Frustrated readers)

Those readers whose reading levels isn’t equal to their grade level (frustrated readers) will undergo
reading enhancement meet-up. Readers will be identified through reading assessment. This is more of a
tutorial which involves the identified reader and the student volunteer. Student-Teacher volunteers will be
coming from higher grade level and will undergo an orientation before the meet-up. Each volunteer is
entitled to an additional grade in English and ESP. This meet-up may also be one of the programs of the
SSG. Monitoring and evaluation will of course be done by the teacher. Readers will undergo reading
enhancement meet-ups until reading fluency is achieved.

Schedule Budget Persons involved Success

indicators/monitoring
evaluation
Tuesday and Thursday Reading Materials  Concerned
(after class) (free) c/o library students (Non- San Diego Reading
Readers) Assessment
Half Hour per session  Volunteer student-
teachers
 Assigned teachers

2. Reading Comprehension
Reading Comprehension Sessions
Non-Readers and Frustrated readers will have to undergo this program after completing their sessions on
reading enhancement. The readers will be given at least 2 selections to read, each will have 10 questions
to answer. Scores will be recorded and will serve as basis for monitoring and evaluation. If the evaluation
went very low, teachers will have to help the student understand the selection and then a repeat session
will be done until the desired score is achieve.

Schedule Budget Persons involved Success

indicators/monitoring
evaluation
Friday (after class) Bond papers for  Readers
*materials can be reading materials and  Teachers assigned Test Scores
taken home if the questions (P100 or
teacher isn’t available more, this will depend
upon the number of
Half hour per session students)

3. Vocabulary Enhancement
Words of the Day, English teachers will post words of the day on the bulletin, together with its definition
and example sentences. These words will be used as spelling words in classroom drills or as quiz.

Schedule Budget Persons involved Success

 indicators/monitoring
evaluation
Daily Art Materials (P50)  All JHS Students
Markers (P15)  Teachers assigned Test Scores
Push Pins (P15)

4. Speaking
English Drive: During English subjects and other subjects which uses English, students will be required
to use English language only. If the student is caught talking in vernacular, they will have a deduction of
points in their long quiz, (rules may differ, depending upon the decision of the subject teacher). There
should be an honest monitor to record each of the student’s scores.

Schedule Budget Persons involved Success

indicators/monitoring
evaluation
Daily Record Notebook  All JHS Students
(P20)  Subject Teachers Scores
(English, Math,
Science, Electives)

5. Writing
Writing Sessions Meet-Up
Teachers will identify students who can’t write good sentences, these students will be tutored by some of
the students from higher levels or from higher sections. Non-readers and frustrated readers who undergo
reading sessions will have to take writing sessions after they have completed it. Student-Teacher
Volunteers will have to undergo an orientation before the start of the sessions.

Schedule Budget Persons involved Success

indicators/monitoring
evaluation
Friday (after class) Writing Guides for the  Concerned
tutors (P20-50 each) Students Test Scores
Half Hour per session  Student- Teacher
Volunteers
 English Teachers

Note: Listening and Viewing are passive skills and can therefore cultivated through discussions,
demonstrations, video presentations, slide presentations, etc. which are normally done within the
classroom.

Prepared by:
VEA MARIE M. QUITALIG
ELWIN D. GABUMPA
JHS English Teachers