Republic of the Philippines

Department of Education
REGION X – NORTHERN MINDANAO
SCHOOLS DIVISION OF MISAMIS ORIENTAL
KINOGUITAN NATIONAL AGRICULTURAL HIGH SCHOOL
Buko, Kinoguitan, Misamis Oriental

SA PAGBASA, BUHAY AY GIGINHAWA

(Reading prepares each student today for a bright future.)
School Reading Program for Struggling Readers and Disabled Readers
School Year 2022-2023

Reading is a dynamic process in which the reader interacts with the text to construct meaning. Inherent in
constructing meaning is the reader’s ability to activate prior knowledge, use reading strategies, and adapt to the reading
situation.

Reading is the active process of understanding print and graphic texts. Reading is a thinking process. Effective
readers know that when they read, what they read is supposed to make sense. They monitor their understanding, and when
they lose the meaning of what they are reading, they often unconsciously select and use a reading strategy (such as
rereading or asking questions) that will help them reconnect with the meaning of the text. Reading skills and strategies can
be taught explicitly while students are learning subject-specific content through authentic reading tasks.

Reading program is defined as a plan for facilitating development or any specific reading plan, development,
corrective or remedial (Literacy Dictionary). Mark W. Aulls (1982) defines it as “a series of prearranged structures which
provide a plan or blueprint for how instruction is to occur”. It does not stop at identifying methods of instruction but would
include plans for the teaching of various types of texts and the activities that should work around them.

I.
The Phil-IRI Pre-Test Result conducted in school year 2019-2020 showed that fifty two (52) Grade 7 students
belonged to the frustration level out of ninety five (95) Grade 7 students tested.

Table 1 and Table 2 show the Phil-IRI Pre-Test and Post Test Results conducted in school year 2018-2019.

READING LEVEL
Grade Enrollment Students Te s te d
FRUSTRATION INSTRUCTIONAL INDEPENDENT
Grade 7- Ability 31 31 30 0 1
Grade 7- Affinity 43 43 27 5 11
Grade 7- Austerity 45 45 25 12 8
Grade 8- Beauty 38 38 21 9 8
Grade 8- Bounty 41 41 33 8 0
Grade 9- Charity 31 31 14 17 0
Grade 9- Chastity 28 28 18 6 4
Grade 10- Dainty 25 25 0 7 18
Grade 10- Honesty 28 28 0 4 24
Grade 11- Humility 13 13 0 10 3
Grade 11- Integrity 37 37 8 8 21
Grade 12- Loyalty 20 20 6 5 9
Grade 12- Punctuality 23 23 4 5 14
TOTAL 403 403 186 96 121

Table 1: Number of Respondents with their Reading Efficiency Index (Pre-Test)

 READING LEVEL
Grade Enrollment Stude nts Te s te d
FRUSTRATION INSTRUCTIONAL INDEPENDENT
Grade 7- Ability 31 31 28 2 1
Grade 7- Affinity 43 43 26 6 11
Grade 7- Austerity 45 45 24 13 8
Grade 8- Beauty 38 38 19 11 8
Grade 8- Bounty 41 41 31 10 0
Grade 9- Charity 31 31 10 21 0
Grade 9- Chastity 28 28 17 6 5
Grade 10- Dainty 25 25 0 7 18
Grade 10- Honesty 28 28 0 4 24
Grade 11- Humility 13 13 0 10 3
Grade 11- Integrity 37 37 8 8 21
Grade 12- Loyalty 20 20 5 5 10
Grade 12- Punctuality 23 23 4 5 14
TOTAL 403 403 172 108 123

Table 2: Number of Respondents with their Reading Efficiency Index (Post Test)

200
180
160
140
120
100
Frustration Instructional
80
60
40 Independent
20
0
Pre-Test Post-Test

Bar Graph Shows Results in Graphical Presentation

 The results show that out of 186 or 46% frustration readers in the Pre-Test, only 14 or 43% frustration readers
improved their reading level, 12 of which moved to instructional level and 2 rose to independent level.

II.

Rate of Progress
10
9
8
7
6 Rate of Progress
5
4
3
2
1
0
Aug Sept Oct Nov Dec Jan Feb Mar Apr May

Line Graph of Progress Monitoring for Intervention

The goals and benchmarks for growth are, to wit:

a. Improve the reading ability level of struggling and disabled readers through the following courses of actions:
disabled readers are expected to give the letter sounds and blend letter sounds, read simple words, lines, and paragraphs.
Struggling readers needs will be met and addressed by providing them knowledge of different types of texts and the best
strategies for reading them: multiple and meaningful opportunities to practice reading in subject-specific contexts;
opportunities to practice reading with appropriate resources; opportunities to talk about their reading and thinking;
background knowledge in subject areas; expanded sight vocabularies and word-solving strategies for reading subject-
specific texts; strategies for previewing texts, monitoring their understanding, determining the most important ideas and the
relationships among them, remembering what they read, and making connections and inferences; and, strategies for
becoming independent readers in any context.

b. Re-teach skills/concepts unlearned or not mastered in the conduct of the first part of the remedial reading
instruction. Assess struggling and disabled readers’ reading progress through oral and written tests and through actual
reading in the classroom.

c. Solicit parents and other family members’ moral assistance. Students will develop positive attitude toward reading
and the desire to explore the wide variety of reading materials and embrace reading and writing as lifelong activities to be
engaged in their academic lives.

III.

Every adviser, with his/her co-adviser, will conduct a diagnostic test in the month of August from which results will be
presented out of the baseline date. Moreover, it is indispensable to make a progress chart in reading. By September first
week to second week, all advisers with their co-advisers will administer the Pre Test in Phil-IRI Oral Reading to all students.
Students who are identified as non-readers, struggling readers and frustration level readers both in word recognition and
reading comprehension will be clienteles of the reading program.

The kickoff of the reading program will be from September up until April. The reading coordinators in English and
Filipino will conduct reading remediation to the struggling readers and disabled readers in the reading room or reading clinic.
This group of struggling and disabled readers will be pulled out during the time slots of 8:00-9:30 am and 4:00-4:30 pm.

Since reading remediation is a collective cause, the advisers and co-advisers will take charge of the reading
remediation to the struggling and disabled readers during their vacant time too. Reading materials, instructional materials,
worksheets and other testing materials are available in the school’s reading room as well as in their respective classrooms.
 By May, the advisers, co-advisers and school reading coordinators will conduct the Post Test in PHIL-IRI Oral
Reading to assess students’ reading progress.

The school head shall monitor teachers’ respective roles and day to day activities. The reading coordinators and the
advisers shall regularly check progress in reading every end of grading period and monitor students’ attendance, as well as,
track students’ reading progress, and conduct oral and written tests.

IV.

The struggling and disabled readers will receive a literature-based reading program for a week through these
additional instructional services and interventions: direct-reading lesson sequence, pre-reading (review of crucial
skill/strategy), developing concepts/teaching vocabulary, building background, developing a purpose for reading, reading
(assigned reading, read aloud, silent reading, story reading, and storytelling), post reading selection follow up, extending
skills and curriculum integration.

V.

SA PAGBASA, BUHAY AY GIGINHAWA is the reading program of Kinoguitan National Agricultural High School
which aims to develop and improve the reading level of the struggling and disabled readers who read two or more below
their chronological and mental age. These readers have usually low morale and strong inferiority complex.

The poor result of an annual conduct of the National Achievement Test (NAT) also revealed that the bottom line of the very least
academic performance among the secondary students is the low comprehension level of the learners and that is due to their low
reading ability level.

SA PAGBASA, BUHAY AY GIGINHAWA is a motto that defies labeling and avoids demoralizing further the learners.
They should be given special attention and greater effort by the teachers rather than consider them as dumping places of
unwanted learners. Consequently, people who shall work the reading program coordinator are the concern parents and
other family members, teachers and co-advisers under the supervision of the school head.
 SA PAGBASA, BUHAY AY GIGINHAWA is a literature-based reading program which is fundamentally Interest-
Based Literature Program. Interest-Based Program aims to develop positive attitudes about reading. It exposes variety of
materials. It emphasizes themes that are of great interest to the learners. It integrates the macro skills in communication:
listening, speaking, reading, and writing. Literature is valuable because they provide the literacy learners strong language
models. Literature develops vocabularies and sharpens sensitivity to language including fine tuning and sense of writing
style.

The global skills which are word identification and comprehension are areas to be addressed by the reading program.

Word identification involves whole word recognition, visual configuration, meaning association, word analysis in
context, graphophoneme correspondences analysis, spelling pattern, phonics (single letter word, letter cluster to sound, and
inflectional endings), and syllabication (two syllable, three or more syllable segmentation and assigning accents to syllable).

Comprehension involves getting the main idea, summarizing, inferencing, noting details, sequencing events and
predicting.

VI.

These are the strategies/techniques and assistive reading materials to achieve reading competency and to meet the
objectives in conducting the reading program.

 Read-Aloud
 Marungko Approach
 Structural Analysis
 Vowel/Consonant Generalization
 Syllabication
 Interest-Based Literature Program (Materials are chosen and sequenced on the basis of themes)
 July – Nutrition
 August – Philippine Language
  September - Science
 October - United Nation
 Directed Reading, Thinking, Predicting, Strategy (DRTPVS)
 Mute-Media Presentation
 Read-Aloud
 Cooperative Learning
 Reciprocal Questioning
 Story Map
 Story Maze
 Storytelling
 SQ3R
 Think-Aloud
 Semantic Webbing

 Printed and Laminated Stories with Pictures

 Printed and Laminated Flashcards
 Reading Chart

VII.

After which the techniques for gathering information about struggling and disabled readers are done, these are
additional services the reading coordinator deems available and appropriate to accelerate the student’s reading skill
development as suggested by Dr. Mala Epra B. Magnaong, EPS II, Secondary Education Division, DepEd Region X (2011)
to wit:

Helping Students with Physical Problems

 Refer student to school nurse for further screening or to Health Center.
 Encourage students to wear eyeglasses or hearing aid.
  Suggest short periods of work for close work such as reading and writing.
 Have students sit near the chalkboard, screen, or close to the actions.
 Do not pay too much attention, so she/he will not feel awkward and unusual.

Helping Students with Language Problem

 Refer the student to a remedial reading specialist or must be in a remedial English/reading classes.
 Provide more oral tests. Ask assistance from a volunteer or parent to administer oral tests.
 Utilize multi-media materials that students can often listen and understand what they are not able to read.

Helping Students with Environmental Problems

 Use many visual and auditory aids to develop concepts.
 Refer the student to the guidance counselor if physical abuse is evident. Child abuse agencies rely to teachers on
referrals; however, the reading coordinator should talk with the appropriate school authority before making referrals to
outside agencies.

Prepared by: Reviewed by:

CLEO C. CANONCE CHERRY Q. SADICON

Teacher III Head Teacher III
School Reading Coordinator in English School Head

Approved:

EMERE C. JENISAN, PhD

Public Schools District In-Charge