Republic of the Philippines

Department of Education
REGION XIII-CARAGA
SCHOOLS DIVISION OF AGUSAN DEL SUR
NOVELE NATIONAL HIGH SCHOOL
____________________________________________________________

Reading
-in-
Tandem: A Cross-Age
Tutoring Scheme

“It also takes more or two upang matuto.”

READING-in-TANDEM: A Cross-Age Tutoring Scheme

Purok-2, Novele, Rosario, 8504 Agusan del Sur

Mobile Phone Number: 09307072911
Email Address:
I. Introduction
Reading is a fundamental skill that lays the foundation for academic success and
lifelong learning. However, not all students develop proficient reading skills at the same rate.
A peer-assisted reading program can play a crucial role in enhancing reading abilities,
fostering a love for reading, and creating a supportive learning environment.
Reading-In-Tandem: A Cross-Age Tutoring Scheme is Novele National High
Schools’ Reading Program that envisions to not only reduce frustration readers but to develop
students’ heart for reading. Moreover, it hones students to be constructive learners who know
how to learn and grow into a self-regulated learner through paired reading (tutor-tutee
tandem). Here, the tutor (a bona fide student of NNHS) must be an independent peer reader
and or someone who is at least two or more years older than the tutee; and a More
Knowledgeable Other (MKO); which legitimizes the difference in reading ability.
This program gives the group of students (tutors) a sense of responsibility to scaffold
the frustrated type of learners (tutees). This also includes reading enhancement and
intervention activities that set critical contents and competencies of the present curriculum.
To oversee the tandem’s progress in reading sessions, language teachers and advisers even
will be appointed. “Reading-in-tandem” will be crafting its own set of activities tailored fit
for the needs of the type of readers and would also bank on Division’s review, remediation,
reinforcement, and enhancement activities posed on their project PAGPABASA (Pag- agak
og Pabasa sa mga Batang Agusanon). Hence, continuous modification is concomitant and
unavoidable.
VISION
A school whose students develop a heart for reading and become constructive readers who
know how to learn and grow into self-regulated learners holistically.
MISSION
Novele National High School commits to:
• Provide tailored fit instructions, varied opportunities and wide-range experiences to both
Junior High School and Senior High School students;
• Offer reading enhancement to independent learners;
• Develop intervention activities to help frustrated learners better their current literacy
learning;
• Capacitate school heads, teachers, parents, learners, and stakeholders with necessary
qualities in uplifting reading program’s vision through information drive and quarterly
conventions;
• Craft and assess supplementary reading materials which depict the learners’ richness of
culture thru print media (e.g. learning packages and LRs); and

Purok-2, Novele, Rosario, 8504 Agusan del Sur

Mobile Phone Number: 09307072911
Email Address:
• Aid and encourage students to reflect on their own experience in reading.
THE PROBLEM AND ITS SETTING
Over the years, Novele National High School shares the same aim with the
Department of Education’s: to eradicate the number of frustrated learners among students.
Every school year, the school evaluates the effectivity of the reading program through the
students’ scores in the post test. Based on the results reported from year 2018- 2020,
minimum progress was seen.
PROGRAM DESCRIPTION
Reading-In-Tandem: A Cross-Age, Tutoring Scheme a dynamic and interactive initiative
designed to enhance reading proficiency, promote collaboration, and foster a love for reading
among students. This program capitalizes on the power of peer interactions to create a
supportive and engaging learning environment that benefits both mentors and mentees.
“KA-READING-IN-TANDEM”
Matching partners will be selected by Language Teachers appointed in every year
level. The students will be categorized into three levels: Frustrated, Instructional, and
Independent. It is important to note that tutors may have reading ability that would be
considered late in comparison to the mainstream population, and some may even be weak
compared to their own classroom peers. This does not prove to be a trouble if the tutor and
tutee are carefully matched, with the tutee having weaker skills and the tutor having at least
enough expertise to be helpful to the learner. For this reason, the Ka-Reading-in-Tandem
could either be any of the following: Language teachers, Advisers, Peers, parents, siblings,
and other stakeholders.
PROGRAM COMPONENTS:
The Reading-in-Tandem Program will comprise the following components:
a. Training and Selection:
 Identify potential mentor candidates based on their strong reading skills, empathy, and
willingness to help.
 Conduct training sessions for mentors to equip them with effective reading strategies,
communication skills, and techniques for providing constructive feedback.
b. Pairing:
 Carefully match mentors and mentees based on reading levels, personalities, and
compatibility.
 Ensure diversity and inclusivity when forming pairs to create a comfortable
environment for all participants.
c. Reading Sessions:

Purok-2, Novele, Rosario, 8504 Agusan del Sur

Mobile Phone Number: 09307072911
Email Address:
  Organize regular reading sessions where pairs meet to engage in joint reading
activities.
 Use a variety of age-appropriate reading materials, such as books, articles, and short
stories.
d. Structured Activities:
 Design structured activities that involve partner reading, alternating reading aloud,
summarizing passages, and discussing key points.
 Integrate comprehension questions to encourage critical thinking and deeper
understanding.
e. Progress Tracking:
 Implement a system to track the progress of both mentors and mentees.
 Conduct periodic assessments to measure improvements in reading fluency,
comprehension, and vocabulary.
f. Celebrations and Rewards:
 Recognize achievements and improvements through certificates, awards, or small
incentives to motivate participants.
GUIDING PRINCIPLES AND THEORIES
1. DO 173, s. 2019. Hamon: Bawat Bata Bumabasa (3Bs Initiative); Strengthening
Every Child A Reader Program (ECARP)
2. The Schema Theory
3. The Behaviorist Theory
4. The Cognitive View (top-down processing)
5. Bioecological Systems Theory
CONCEPTUAL FRAMEWORK

Purok-2, Novele, Rosario, 8504 Agusan del Sur

Mobile Phone Number: 09307072911
Email Address:
II. PRESENTATION OF CONCEPT
GENERAL OBJECTIVES (FROM THE DIVISION OFFICE)
With the implementation of Reading-In-Tandem: A Cross-Age, Peer-Tutoring
Scheme, Reading Coordinators of Novele National High School adapt DepEd Agusan del
Sur’s General Objectives (few GOs/modifications were made):
• promote a friendly class home reading environment in stakeholders’ residents;
• produce independent and functional readers by cultivating the habit and love for reading
among the learners
• sustain the habitual use of Mother Tongue, Filipino and English in schools and at homes;
• develop and produce contextualized worksheets, Learners Activity Sheets, reading
materials and instructional materials
• produce globally competitive and locally grounded learners;
• sustain support from stakeholders;
• ensure that reading is integrated in all learning areas , special programs , projects and
activities;
• strengthen monitoring, evaluation and adjustment mechanism;
• be mindful of the crucial role of parents and family members as first reading teachers ; and
• recognize partners and key players.
GENERAL OBJECTIVES (FROM THE SCHOOL)
The primary objective of the Reading-in-Tandem Program is to improve reading proficiency
among participants by leveraging peer interactions. The program aims to:
 Improve reading fluency, comprehension, and vocabulary skills among participating
students.
 Cultivate self-confidence and motivation to read by providing a platform for peer
support and encouragement
 Encourage meaningful interactions and cooperation among peers, fostering a positive
and inclusive atmosphere.
 Create a positive and inclusive reading culture within the school/community.
 Instill a lasting appreciation for literature and reading, contributing to lifelong
learning.

Purok-2, Novele, Rosario, 8504 Agusan del Sur

Mobile Phone Number: 09307072911
Email Address:
METHODOLOGIES
Phase I. Pre-Implementation
 Dissemination
 Pre-Test
 Dissemination of Pre-test results
 Submission of Pre-test’s result to the District Office
Phase II. Implementation Proper
 CONDUCT
 (Actual Implementation of the Reading Program: Reading-in-Tandem)
Phase III: Post-Implementation
 EVALUATION
 (Diagnosis)
CONDUCTING READING INTERVENTION OUTSIDE THE READING CLASS:
When the students’ reading level is way below the expectation of the grade level, a
remedial reading activity outside of the regular class hours may be done. The following
procedure is suggested:
1. Plan activities according to the reading level of the student(s).
2. Plan a tentative, weekly plan, where there is a balance of activities to be done.
3. Build self-esteem and confidence along the way.
4. Continuously diagnose and adjust instruction based on present performance.

Prepared by:

Purok-2, Novele, Rosario, 8504 Agusan del Sur

Mobile Phone Number: 09307072911
Email Address:
JUDYLYN D. SACAREZ
School’s Reading Coordinator in English

Noted:

JOHNSON S. MONFORTE
Head Teacher II

Purok-2, Novele, Rosario, 8504 Agusan del Sur

Mobile Phone Number: 09307072911
Email Address: