WRITTEN REPORT IN Elec 1

AGUSAN DEL SUR STATE COLLEGE OF AGRICULTURE AND TECHNOLOGY

MAIN CAMPUS, BUNAWAN AGUSAN DEL SUR

ACTIVITY 3
BERNALES, SARAHMAE HAMDAG
BSED-ENGLISH 4A

REMEDIAL INSTRUCTION IN READING

I. REMEDIAL INSTRUCTION IN READING

1. What are the common challenges in teaching reading?

 Word guessers
 Has trouble naming letters
 Has difficulty associating letters and sounds
 Avoids reading or reads reluctantly
 Poor comprehension
 Lack of focus
 Mispronounces or skips over words while reading
 Forgets words even right after being helped
 Slow readers

2. How does reading contribute or affect the other macro-skills in learning?

Reading is a very important language skill to support our life in many aspects. It can affect
other macro skills by better learning strategies employed by the teachers in teaching reading
comprehension because it has very advantageous benefits for the students to enrich their
understandings of various knowledge. Therefore, to enable students to have such an important
skill, learners have to master macro-skills of reading to develop and use a series of reading
strategies.

3. In the present time, what role can modernization or 21 st century teaching approaches play in
ensuring the development of reading skills among learners?
Education is the need of the hour as it creates a literate society and in the process of
educating the society, motivation and instructions are very crucial and teachers, guides and
administrators are responsible to motivate and ensure the development of skills among learners.
The role of the teachers is to facilitate learners in order to enhance and develop higher order
thinking skills, effective communication, collaboration, and other skills. In line with this, modern
education sees a vast scenario which encourages learners to study profoundly and study to satisfy
their curiosity.

4. If you were to propose a program that will support and strengthen the current teaching practices
specifically in reading, what would this be?

READING PROGRAM

I. TITLE OF THE Encourage A Student into Empowered Reader: A Read to

PROGRAM Succeed Program.

ASSCAT would like to focus its reading program on developmental

II. BACKGROUND OF THE reading. It is a branch of reading instruction designed to support
PROGRAM students pursue learning through reading. This process focuses on
making reading as a habit and not only when necessary. The
contents of developmental reading could help learners to have
 strategies in engaging themselves to context texts like books,
articles and other reading materials. It could generate positive
attitude towards reading so that they could convert their
weaknesses into their strengths. It also helps develop survival
skills in learning. Through developmental reading, the
development of reading skills for the learners may be gradually
addressed. They will be given strategies and activities. In line with
this, students may be given proper remediation according to their
progression.

1. Assist students at risk to improve their skills and

III. OBJECTIVES enhance/develop the reading abilities of slow readers.
2. Equip learners with the skills and competencies to interpret,
evaluate and represent information within and between
learning area texts and discourse.
3. Develop ability of learners to apply reading skills to a wide
range of materials and integrate information representing
multiple and potentially conflicting perspective, using multiple
criteria and generating inferences across distant pieces of
information to determine how the information may be used.

To attain the program effectively, the following steps and

activities will be conducted in the implementation of the
IV. DETAILED STEPS &
program.
PROCESSES
Main components:
1. Use of reading skills assessments to gather information for
interventions and progress of the program.
2. Inform parents about the remedial classes through online
platforms and orientations.
3. Utilize literacy corner for reading activities and reading tools.
4. Distribute reading materials.
5. Face-to-face reading practices with the teacher and student/s.
6. Follow-up, self-managed learning activities in which students
work independently and in pairs to develop reading fluency and
comprehension.
7. Assessment of students’ reading level by giving pre-test.
8. Evaluation of students’ reading level.

Designed Programs/actions:
 Active Reading Teachers
All teachers are reading teachers. The major key to
achieve the goals of this school reading program is to have
active reading teachers that will motivate, instruct,
monitor, intervene and inspire learners to read. Aside
from the learners, teachers will also be equipped with
strategies on how to handle reading problems.
 Building Appetite in Reading
Having a mini library will help students explore and create
interest in reading. In this program, struggling readers
could gain appetite to open a book, look, then eventually
read. It is a way of developing interest among learners to
read continuously and not only when necessary. These
areas can help learners to make reading a habit.
 Reading While Waiting
In morning and afternoon classes, some students come
ahead of scheduled time/start of classes. They will
proceed to their class or designated areas and chat with
their classmates. To make this waiting time more
productive, students will read while waiting. Teachers
may assign a story to read.

People Involved:
Dean, Reading Program Coordinator, English Teacher, Parents,
Adviser and Students.
 Materials needed/Resources:
Reading materials, charts and projector, books, flash cards, etc.

Strategies:
 Teacher-student teaching and learning (one-on-one)
 Peer teaching
 Collaborative teaching and learning
 Self-reading
 Provide appropriate activities that will help pupils’
development in that particular skill.
 Activities/Tasks Provided
 Materials to be used
 Duration

REMEDIAL INSTRUCTION
INSTRUCTIONAL MATERIALS DEVELOPMENT © 2021

WRITTEN REPORT IN Elec 1

AGUSAN DEL SUR STATE COLLEGE OF AGRICULTURE AND TECHNOLOGY
MAIN CAMPUS, BUNAWAN AGUSAN DEL SUR

V. THREATS & It is important to note that while these program outcomes are
CHALLENGES encouraging, we faced significant challenges relating to the
complexities of implementing the program in a real-world after
school setting. Some of these challenges pertain to teacher and
student participation, attendance, and scheduling, which we
addressed in collaboration with members of the after-school
team throughout the design, implementation, and evaluation
phases of the program. We encountered several challenges
throughout the design, implementation, and evaluation of our
after-school reading program, including, but not limited to,
identifying students who were underachieving in reading and who
were likely to benefit from the program, selecting and providing
training for instructional staff to implement the program, finding
adequate instructional space within the school premises wherein
to implement the program, motivating reluctant students to
participate in the program, and making arrangements to conduct
pre and post assessments to enable us to determine program
impact. Although these disruptions are inevitable when working
in schools, it can make a big difference with respect to whether a
program succeeds or fails. Fortunately, we were able to attend to
these disruptions to help ensure that our program had a chance
of being implemented with a reasonable degree of fidelity. These
small improvements were also helpful in designing future reading
intervention programs within the school.

An important lesson I learned throughout this program is that

VI. CONLUDING despite best efforts to incorporate effective practices for
STATEMENT educating young adolescents, schools should expect to face
challenges when designing and implementing supplemental
interventions for underachieving middle grade readers. It is
possible for school staffs to anticipate and effectively address
these challenges when teachers share common values, goals, and
strategies for improving student learning; when they take
collective responsibility for student achievement; and when they
are empowered through strong school leadership and support.
Consistent with lessons learned from our experience with this
after school project, we suggest that schools take into account the
challenges and solutions described in this brief report, which
center around the three important issues, namely ensuring that
underachieving students are exposed to high quality instruction,
that the instruction they receive is of sufficient intensity and
duration to result in improved literacy achievement outcomes,
 and that instructional programs selected are implemented
equitably and with fidelity.

VI. REFERENCES Allington, R. (2011). What really matters for struggling readers:
Designing research-based programs. New York, NY: Pearson
Education.
Canney, G., & Neuenfeldt, C. (1993). Teacher’s preferences for
reading materials. Reading Improvement, 30, 238-245.
Luy, L., (2018). Every Child A Reader Program. First Year to Fourth
Year Students of INHS who are under “Frustration Level” in
Reading.
Nuñez, E., (2018). Encourage A Student into Empowered Reader.
https://www.scribd.com/presentation/420173683/School-
Reading-Program-Eric-M-Nunez-pptx
Varon, N.D. (2019). Read to Succeed. LBES Reading Program, S.Y
2019-2020.
https://www.scribd.com/document/415430192/LBES-
Reading-Program-2019-2020-docx

You will be graded by the following criteria:

CONTENT 40%
ORGANIZATION 20%
RESOURCEFULNESS 20%
CONSTRUCTIONS 20%
TOTAL 100%

REMEDIAL INSTRUCTION
INSTRUCTIONAL MATERIALS DEVELOPMENT © 2021