Enclosure No. 3d to Division Memorandum No. 078 s.

2023

LIST OF LEARNING INTERVENTIONS

Division: CABANATUAN CITY
Learning Area: English
Key Stage: 3 – Junior High School

Learning
Type of Interventi
Brief Description/ How to do it Review of Related Literature
Learners on/
Strategies
1. Non- Nutrition affects cognitive
decoder function: Several studies have
Learners find it difficult to decode and
shown that nutrition can affect
comprehend words, phrases, sentences,
cognitive function, including
and paragraphs. In this stance, the use of
Kusina memory and attention, which are
KUSINA HUB (Halina, Umupo at Bumasa)
HUB important for reading
allows learners to read in exchange of a
utilizing comprehension (Bellisle, 2014). A
healthy snack. This activity also utilizes
IstoryaHE study conducted by Taras and
the ISTORYAHEY—a bank of
Y! Potts-Datema (2005) found that
contextualized stories which gives
students who consumed healthy
relevance to the reading experience of
foods had better academic
learners.
performance than those who
consumed unhealthy foods.

Personalized instruction can be

effective: Personalized
instruction, which is tailored to
the individual needs of the
student, can be effective in
improving reading skills among
students with reading difficulties.
A study conducted by Higgins et
al. (2018) found that personalized
instruction improved the reading
Learners with reading difficulties (non- skills of students with reading
Project decoders and slow readers) are adopted by difficulties.
MENTOR the English teachers and the principal for
using reading sessions in improving the word Positive teacher-student
IstoryaHE reading levels of learners through using the relationships are important:
Y! contextualized reading materials Positive teacher-student
(ISTORYAHEY). relationships can also be
important for improving reading
skills among students with
reading difficulties. A study by
Pekrun and Elliot (2009) found
that students with positive
teacher-student relationships had
higher academic achievement
than those with negative
relationships.

Project This program was crafted to eliminate non- Reading is an indispensible skill
FRC readers and help them become proficient that serves as an individual's
(Postering readers in their respective grade level scaffold in exploring the rest of
Reading whereas selected teachers will be assigned other disciplines offered in formal
Campaign as reading tutors during their vacant education. However, the mere
) Adopt-A- period. recognition od words appears to
Reader 1. Conduct planning and prepare a project be futile if one cannot be able to
Program proposal. 2. Prepare a list of learners who
will participate in the program. 3. Identify
teachers who will act as reading tutors. 4.
Disseminate the information through
school memorandum addressed to all the
participants. 5. Prepare needed materials.
6. Each participant will be given an
improvised DTR to be filled out by their
assigned reading tutor every reading
tutorial session. 7. Each student will
require submitting a notebook where
he/she will write hi/her reading
experience. 8. A reading assessment will be
done after the end of Third and Fourth
Quarter to evaluate the reading
performance of the participating learners.
We encounter students who are non-
readers, cannot produce sound of letters,
Semana and especially cannot read even basic or
Pagbasa short words. Marungko approach is one of
(Marungk our school's main intervention to teach
o non-readers to read. At the end of classes,
Approach) non-readers are left to be taught how to
read by their advisers, language teachers,
or a higher grade level student.
Phonics It is teaching reading by breaking down
Instructio words into their individual sounds and
n teaching the relationships between letters
fully comprehend what he has
read from a particular text. In the
absence of reading
comprehension, one cannot
proceed to more complex skills
needed to attain remarkable
learning outcomes such as
generating, summarizing,
evaluating, and making use of the
information derived from what
has been read. Research
conducted in the past revealed
how poor reading comprehension
drastically affect the performance
of the learners in schools ( Rivera
& Taglucop, 2019). In the
Philippines, Plata (2010) posits
that this alarming situation is
evident in the trend of the results
on the National Achievement Test
(NAT), which the Department of
Education and Department of
Science and Technology
conjoinedly attributed to the poor
reading comprehension level of
the students. Results of the 2018
Programmed for International
Student Assessment (PISA) also
highlighted the poor performance
of the country in terms of
reading, where the Philippines
ranked last (Organization for
Economic Cooperation and
Development (OECD), 2019).
Children who do not learn to read
in the early grades risk falling
further and further behind in
later ones, as they cannot absorb
printed information, follow
written instructions, or
communicate well in writing
according to Gove and Wetterberg
(2011). Hence as pointed out by
Anstey and Bull (2004) that
despite the modern advances in
information technology and the
development of a range of
communication tools in the
advance world, learning to read
remains important in the sense
that reading is primarily the
gateway to a lot of information
and competencies across aspects
of life. This is why poor reading
skills is always considered a
challenge since this would yield
disappointing results and as
emphasized by Hanushek &
Woessman (2009)
National Reading Panel (2000)
found that phonics instruction
can improve reading skills,
 and sounds. This approach can be helpful
for non-readers who struggle with decoding
words.
Remedial
Reading
Class
A remedial reading class is a specialized
educational program meant to assist pupils
who are having difficulty reading. It is
usually given to pupils who are far behind
their peers in reading ability or who have
been diagnosed with a reading handicap or
another learning issue.
A remedial reading class's purpose is to
assist students improve their reading skills
and become better readers. The lesson may
concentrate on a range of different reading
tactics and techniques, such as phonics,
comprehension, vocabulary, and fluency.
Fluency-Oriented Reading Instruction
(FORI) is when students read the same
section of text during the course of a week.
This process is broken into five steps:
• The teacher reads aloud in class while
Fluency- students follow along in their books
Oriented • Students echo read, repeating after the
Reading teacher
Instructio • Students choral read
n (FORI) • Students partner read, each student
takes turns reading aloud
• Finally, the text can be taken home if
more practice is needed, and extension
activities can be integrated throughout the
week
Guided reading is a popular intervention
strategy for students who are struggling
with reading. In this approach, the teacher
works with a small group of students to
help them improve their reading skills. The
teacher provides support and instruction
as the students read texts that are at their
level of difficulty. This approach can be
very effective in helping students improve
their reading skills.
Guided
Reading
Watch to Learners will be watch a
Learn video(sounds/letter reading) after 15
minutes of repetitive watching, students
will be asked regarding on what do they
particularly for children who are
at risk for reading difficulties.
Since reading has been a problem
in every school here and abroad,
students are often placed in
remedial and developmental
education after failing a
placement exam in reading,
writing, and/or math. Generally,
institutions use standardized
assessments and then assign cut-
off scores that students must
achieve to be exempt from
remedial courses. Students
whose scores fall below a given
cut score are recommended or
mandatorily placed into some
level of remediation. The lower
the student’s score, the more
remediation they may require
(Parker, 2010).
"While reading intervention
typically refers to one-on-one or
small-group instruction targeted
toward specific students, there
are also plenty of activities that
can be done within the classroom
that will help students of all
levels to strengthen their reading
skills. Many students require
early intervention as they work
toward literacy. This support
typically includes lessons about
phonemic awareness, phonics,
fluency, vocabulary, and
comprehension. " (Lexia 2023)
The Zone of Proximal
Development (1978) and Bruner's
(1986) concept of scaffolding,
both of which were influenced by
Vygotsky's study, are key
concepts in guided reading. The
idea behind guided reading is
that a reader learns best when
they get clear but restricted
direction from an educator or
other competent person while
they read and comprehend a
material. Students can practice
and solidify efficient reading
techniques through guided
reading.
 watch. Teacher will assess them after.

Individual The Philippine Informal Reading

ized
Reading
Instructio
n (IRI)
This approach involves providing students
with targeted instruction that is specifically
tailored to their needs. IRI can be very
effective for students struggling with
reading and help them quickly improve
their skills.
Methods used in IRI include the ff:
READ-ALOUD, WORD ANALYSIS, and
GUIDED READING.
Inventory (Phil-IRI) Program
Conforming to the primary
program of DepEd which is the
“Every Child a Reader Program”
(ECARP) in 2004, the reading
inventory program is carried
through the Department’s Bureau
of Learning Delivery. The revision
of Phil-IRI was set early in 2013
preceding the implementation of
K-12 Curriculum. In order to
reinforce the program, it was
promulgated for implementation
in all public schools nationwide.
It directly addresses the
aspiration in making Filipino
children as writers and readers at
their grade level by determining
their difficulties and reading
skills. In 2018, the Revised Phil-
IRI was introduced to the
secondary level, specifically in the
grade 7 to battle up the problems
in the growing numbers of non-
readers both in Filipino and
English.

Source:
https://www.researchgate.net/p
ublication/365292756_The_Philip
pine_Informal_Reading_Inventory
_Phil-
IRI_Program_A_Critical_Analysis

2.
Frustration

3.
Instruction
al

4. Indepen
dent

Prepared by:

Reviewed by:
Noted by: