Republic of the Philippines

DEPARTMENT OF EDUCATION
Region XI
DIVISION OF DAVAO CITY
COMMUNAL NATIONAL HIGH SCHOOL
Communal, Davao City
School ID: 305504

COMMUNAL NATIONAL HIGH SCHOOL

8-WEEK READING REMEDIATION
ACCOMPLISHMENT REPORT

Prepared by:

KATRINA O. QUIZAN
English Reading Coordinator

Noted by:

JANETH C. MUSA
School Head

WENEFREDO E. CAGAPE, Ed.D, Ph.D

Public Schools District Supervisor
Cluster III
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region XI
DIVISION OF DAVAO CITY
COMMUNAL NATIONAL HIGH SCHOOL
Communal, Davao City
School ID: 305504

DAVAO CITY DIVISION READING PROGRAM

8-WEEK READING REMEDIATION
ACCOMPLISHMENT REPORT
Program Title: 8-Week Reading Remediation
Implementing Agencies/ Cluster /District: Cluster 3
Lead Agency/ Region/Division: Davao City Division
Collaborating Agencies ( ex. LGU):
Duration: 8 weeks
I. EXECUTIVE SUMMARY
Communal National High School, with the coordination of the Division Office, conducted an
8-week reading remediation program right before the opening of classes in order to prepare frustration
readers for the incoming school year. Its main objectives are as follows:
a. Develop student’s phonological awareness (for NRs) and reading skills (for Frustration Readers);
b. Enrich vocabulary (preferably for Frustration Readers); and
c. Provide feedback to parents.
The 8-week reading remediation program covers the different comprehension skills to be
developed by the chosen non-readers and frustration readers of the school. In our case in Communal
National High School, we narrowed our recipients up to 35 students from Grade 7 and Grade 8 to be
better monitored. These specific students are those who still have difficulty with pronouncing simple
words and difficulty with comprehension. The breakdown below shows the actual number of learners
reached and the baseline/achievement data.

NON-READERS
LEARNING GRADE ACTUAL NUMBER OF
# OF TARGET REACHED
AREA LEVEL LEARNERS
LEARNERS RATE
REACHED
NON READERS
GRADE 7
0 0 0
ENGLISH
FRUSTRATION READERS
GRADE 7
14 9 64%
Table 1.1 The table below indicates the Grade 7 target learners of the 8-week remediation and its actual
number of learners reached during the remediation.

NON-READERS
LEARNING GRADE ACTUAL NUMBER OF
# OF TARGET REACHED
AREA LEVEL LEARNERS
LEARNERS RATE
REACHED
NON READERS
GRADE 8
1 1 100%
ENGLISH
FRUSTRATION READERS
GRADE 8
21 13 62%
Table 1.2 The table below indicates the Grade 8 target learners of the 8-week remediation and its actual
number of learners reached during the remediation.
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region XI
DIVISION OF DAVAO CITY
COMMUNAL NATIONAL HIGH SCHOOL
Communal, Davao City
School ID: 305504

NON READERS
ACHIEVEMENT
LEARNING PROFILE
GRADE LEVEL BASELINE ACHIEVEMENT
AREA
PROFILE RATE
NR FR INS IND

NON READERS
GRADE 7
0 0 0 0 0 0
ENGLISH
FRUSTRATION READERS
GRADE 7
9 0 0 7 2 100%
Table 1.3 The table below indicates the Grade 7 achievement rate of the reached learners of the 8-week
remediation.

NON READERS
ACHIEVEMENT
LEARNING PROFILE
GRADE LEVEL BASELINE ACHIEVEMENT
AREA
PROFILE RATE
NR FR INS IND

NON READERS
GRADE 8
1 0 0 1 0 100%
ENGLISH
FRUSTRATION READERS
GRADE 8
13 0 0 8 6 100%
Table 1.4 The table below indicates the Grade 8 achievement rate of the reached learners of the 8-week
remediation.

The tables above show that over a half of the target learners ere reached during the remediation. Out of
14 Grade 7 target learners, 9 were able to respond. That is 64% reached rate. Meanwhile, out of 21 Grade 8
target learners, 13 were reached which is 62% of the population.

Further, the reached rate obtained a hundred percent achievement rate since all of them showed
progress according to the post-test.

II. INTRODUCTION

The 8-Week Reading Remediation initiated by the Division Office and realized by Communal National
High School is a framework which aims to improve the reading level of the identified non-readers and
frustration readers of the school. This is also to prepare them for the incoming school year. In this program, the
learners are expected to perform religiously the activities provided in the worksheets for them.

III. MATERIALS AND METHODS

Reading materials used in the program were prepared with a design that follows the Reading
Comprehension Skills for the Frustration Readers. Non-readers are also given materials that uses phonics
instructions through synthetic phonics. Each worksheet contains pre-reading activities such as unlocking of
difficult words and analyzing prior knowledge. After each stories, there are post-reading activities provided such
us comprehension questions and application activities. The breakdown of the topics used are attached on this
report with the schedule of distribution.
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region XI
DIVISION OF DAVAO CITY
COMMUNAL NATIONAL HIGH SCHOOL
Communal, Davao City
School ID: 305504

IV. RESULTS AND DISCUSSION OF ACCOMPLISHMENTS

The results shown on the table above were reached through the following objectives:

a. Develop student’s phonological awareness (for NRs) and reading skills (for Frustration Readers)
For non-readers, only 1 target learner as included. The focus content for the NR is the development
of its phonological awareness through phonics instruction. Fortunately, after the post-test, there was
a development from NR to Instructional Reader.
On the other hand, Frustration readers had a 100% achievement rate where they were promoted to
either instructional or independent readers. They were focused to develop their reading skills
through reading comprehension strategies. Out of 9 reached learners from Grade 7, 7 of them were
promoted to instructional readers and 2 became independent readers. In Grade 8, 8 out of 13 were
promoted to instructional readers while the remaining 6 became independent readers.

b. Enrich vocabulary (preferably for Frustration Readers)

According to the results, learners were exposed to different words from the stories and eventually
enhanced their vocabularies. The reading materials provide a great way for their vocabulary
development.

c. Provide feedback to parents

Any progress of the learners are provided to the parents through every means of communication.

V. CONCLUSIONS AND RECOMMENDATION

After the 8-week reading remediation program, it can be concluded that there was an effectivity on it
together with the help of the parents. The reading materials also play a huge role for the development. However,
one of the real challenges to be addressed here is the connection of the parents to the school that would increase
its reached rate. Thus, I recommend having innovations on how to reach out to learners in this new normal.
Further, reading materials should be laid with a proper instructional design for its effectivity.

VI. PROPOSED UTILIZATION/DISSEMINATION ACTIVITIES EMANATING FROM RESULTS

According to the results, we can consider continuing the reading program for the new sets of target
learners. However, I propose to have a new outlet where learners should have easier access to the reading
materials such as an online platform. Advisers should also be involved in the future reading remediations for
better monitoring.

VII. ACTUAL/PERCEIVED IMPACT OF RESULTS

Although there was a small progress of the results, these could be a good implication to continue the
program throughout the year. A low progress will yield to a sure progress if given the consistency of the
program.
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region XI
DIVISION OF DAVAO CITY
COMMUNAL NATIONAL HIGH SCHOOL
Communal, Davao City
School ID: 305504

PHOTO DOCUMENTATION

The Distribution Process

The Reading Materials