DEPARTMENT OF EDUCATION

REGION X
DIVISION OF MISAMIS ORIENTAL
DISTRICT OF BALINGASAG NORTH
MAMBAYAAN INTEGRATED SCHOOL

CATCH UP READING PROGRAM

I. INTRODUCTION

Reading is a basic life skill. It is a cornerstone for a child’s success in school, and indeed, throughout

life. Without the ability to read well, opportunities for personal fulfillment will be lost. Reading is one of the

main academic focus areas in primary and secondary grades. Children must have a solid foundation in

reading skills at an early age in order to read more complex books later and be proficient in their

understanding of them(Karen Hollowell, 2013). Moreover reading is very important because it is the basis

of learning. While it isn’t the sole source of learning, it is the standard backbone for the spread of the

human knowledge and wisdom.

Based on English PHIL-IRI result, the status of the grade 9-Piety students is on average level. There

were 49 students but none of them belong to non-reader. There were 3 frustration readers, 19 instructional

readers and 10 independent readers. However, the class need to keep up the goal to increase the

performance in reading which will result to the improved performance of the students in their academic

learning.

In this connection, the teacher come up with the CATCH UP Reading Program that aims to upgrade the

level of performance in reading and develop mastery in comprehension in every reading activity. This

program will aim to establish the goal of zero(0) frustration readers and increase the number of

instructional and independent readers.

 II. OBJECTIVES

 Increase the performance in reading English

 Create instructional materials for reading

 Decrease the number of frustration readers

 Increase the number of Instructional and Independent readers

III. STRATEGIES

The following are the suggested reading activities in the implementation of the program.

 The teacher will conduct a remedial reading every day at 3:30-4:30pm

 The teacher will constantly update the reading progress chart of the learners

 Provide appropriate reading materials in each reading level

 Make the reading corner functional in the classroom

 Let the learners speak in English inside the classroom

Prepared by: Noted by:

JENNELYN G. MALAYNO FRANKLIN O. OCATE

T-I PRINCIPAL I