Intervention Reading Program. - 1

Republic of the Philippines
Department of Education
Regional Office No. 02 (Cagayan Valley)
SCHOOLS DIVISION OFFICE OF CAGAYAN
PIAT DISTRICT
MINANGA INTEGRATED SCHOOL
B.R.I.D.G.E Recovery Approach:

Basic Reading Interventions for the
Development and Growth of
Every Learner
I. READING PROGRAM SUMMARY INFORMATION
Program Title : B.R.I.D.G.E Recovery Approach

Type of Reading Program : Intervention Reading Program
Target Clientele : Non-Readers and Under the Frustration Level Pupils
Core Reading Curriculum Focus: Oral Fluency and Reading Comprehension
Program Design : A supplementary reading program
II – RATIONALE
Reading literacy is not merely being able to identify and articulate the words.
According to Helardez (2021), reading is a complex process; it is not solely a process of
recognizing written or printed texts but refers to putting meaning to what one read and
drawing a unified thought of what is read. Therefore, reading comprehension is the
accurate measure of reading literacy. Comprehension is considered the essence of
reading as it accounts for the process that supports the effective extraction of meaning
from a written passage (Alghonaim 2020). A good reader must demonstrate that
something gained from the reading activity is the most important by-product of a reading
process. Kasmawati et al. (2020) also support that comprehension is the aim of reading.
Reading comprehension is the primary goal for readers among proficient readers and is
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the most common assumption for reading comprehension (William, 2019, as cited in
Kasmawati et al., 2019).
Low reading performance can sometimes result from ineffective teaching by an

ineffective teacher (Casing, 2019). Alyousef (2006) also stressed that it is the
responsibility of the teacher to stimulate students to read by selecting appropriate
materials, especially for those in the early stages of learning. Despite the fact that many
scholars have been unable to give a unified definition of reading strategies owing to the
many settings of language learning, the concept that reading strategies refer to
conscious reading activity is widely acknowledged.
Van Os et al. (2020) tested the effect of speed rate and delay between questions and
answers (various gaps and overlaps) in a dialogue format on fluency judgment for both
native and non-native speakers’ answers to questions. It found that more fluent
speakers could deliver faster speech while less fluent speakers delivered slow speech.
It also uncovered that an interaction effect between speech rate and delay step. In
terms of fast speech judgment, overlaps with an interlocutor was rated as less fluent
than gaps (a case of native speakers) while regarding slow speech, overlaps were rated
as more fluent than gaps (a case of both native and non-native speakers).
Nonetheless, it can be also noted that when speakers are interacting with each other,
one can influence the other’s ideas, so speed rate produced by involved speakers can
be influenced, too. Suzuki et al. (2021) conducted a meta-analysis to examine the
relationship between utterance fluency and listener-based judgments of perceived
fluency by analyzing primary studies. Tey analyzed 263 effect sizes from 22 studies to
calculate the mean effect sizes of the links between utterance and perceived fluency.
Perceived oral fluency was strongly associated with speed and pause frequency,
moderately with pause duration, and weakly with repair fluency. Moderator analyses
uncovered that the utterance–perceived fluency is affected by methodological variables
related to how speech samples are prepared for listeners’ judgments and how listeners’
attention is directed in evaluations of fluency.
Theorists and researchers have been emphasizing the importance of using different
reading strategies in improving readers 'reading comprehension. Reading strategies
ranges from traditional teaching such as scanning and skimming to a variety of
strategies that enable readers to build and activate their background knowledge (Azizi &
Hamedani, 2016; Tadayonifar et al., 2021).
Ma’youf and Aburezeq (2022) tested the effectiveness of the differentiated strategy in
reading comprehension. Two groups were formed where one group was taught using
the traditional method while the other group was taught using the four-level strategy
(literal, inferential, critical, and creative). The researchers found out that using the four-
level strategy helps students perform better when compared to students who were
taught the traditional way. Another intervention proposed by McNamara et al. (2007)
was the use of four-pronged. This strategy utilizes a comprehension strategy framework
where readers monitor their reading by following four subcategories: (a) pre-reading
preparation; (b) interpretation of ideas, sentences, and words within the text; (c)
organizing, synthesizing, and restructuring information and (d) going beyond text. One
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major finding is that readers when learners apply a reading strategy that is meta
cognitive in nature, it encourages them to monitor their reading.
If the passage is randomly selected from a text or trade book, an average score should
be taken from readings of two or three different passages to account for any text-based
differences. If standardized passages are used (in which the text has been carefully
controlled for difficulty), a score from a single passage may be sufficient (Hintze and
Christ, 2004). Standardized passages can be found in the Dynamic Indicators of Basic
Early Literacy Skills-DIBELS (Good and Kaminski, 2002), the Reading Fluency
Benchmark (Read Naturally, 2002), or Edformation's AIMSWeb materials.
Screening, diagnosing, and progress monitoring are essential to making sure that all
students become fluent readers — and the words-correct per-minute (WCPM)
procedure can work for all three. The only aspect of the procedure that has to change is
the difficulty level of the text.
For screening, passages are selected from text at the student's grade level.
For diagnosing, passages are selected at the student's instructional level (which may be
lower than her grade level). In this context, instructional level text is challenging but
manageable, with the reader making errors on no more than one in 10 words (i.e., the
reader is successful with 90 percent of the text) (Partnership for Reading, 2001).
For progress monitoring, passages are selected at a student's individually
determined goal level. For example, if an 8th-grade student's instructional level is at the
5th-grade level, the teacher may conduct the progress monitoring assessments using
passages at the 6th-grade level.
The Phil-IRI Group Screening Test (GST) can tell teachers whether students are
reading at, above, or below their grade levels. The individually administered Phil-IRI
Graded Passages can be used to assess students’ Oral Reading, Silent Reading
Comprehension and/or Listening Comprehension levels. When used to assess oral
reading skills, the Phil-IRI may be used to describe decoding and word recognition,
fluency and comprehension. The student’s performance in decoding (the ability to read
isolated words using phonics knowledge) and word recognition (the ability to
automatically identify words on sight) is measured through a Reading Miscue Inventory
(Phil-IRI Form 3A and 3B: Grade Level Passage Rating Sheet). The child is asked to
read a passage and each word read incorrectly is noted and marked. In terms of fluency
(the ability to read with speed, accuracy and prosody), the time taken by the child to
read a passage is recorded and the number of words that he/she can read per minute is
computed. Furthermore, a qualitative description of the child’s manner of reading is
described via a checklist. Finally, test taker’s comprehension skills (the ability to create
meaning) may be gauged by having the child answer five to eight questions of varying
difficulty based on the graded passage after it has been read. When used to assess
Silent Reading Comprehension, Phil-IRI may be used to describe reading speed and
comprehension. The student’s reading speed is measured by recording the time it takes
the child to read each passage completely. Silent reading comprehension is measured
by asking the student to answer five to eight questions of varying difficulty after a
passage has been read. When used to assess listening comprehension, the Phil-IRI
may be used by having the student listen to the passages as they are read by the test
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administrator and answer five to eight questions of varying difficulty about each
passage.
Based from the conduct of Philippine Informal Reading Inventory in (Name of School) it
was found out that there are ___ pupils who did not pass the Group Screening Test.
They failed to get 14 above scores. There are __ males and ___ females who will
proceed to the next stage of the informal reading assessment. This indicates that they
need to undergo Stage 2 or the conduct of Oral Reading, Listening Pre-test, and Silent
Reading (non-readers not included). This is the reason why this reading program was
initiated by the school.
III. OBJECTIVES
a. General
The program aims to improve the reading fluency of Grade 6 in terms of reading
rate, word accuracy and reading comprehension.
b. Specific
Specifically, the learners will…
 use schema to make predictions about the reading passage.
 conduct reading repetitions with increasing fluency level.
 do a reading-buddy system during vacant hours with the help of
independent readers or tutors at home
 record progress through the use of reading logs
IV. BRIEF PROGRAM DESCRIPTION
B.R.I.D.G.E.S Recovery Approach is a school-based reading program where

learners will be immersed in one on one session with his or her reading teacher, buddy,
and parent/guardian. The pupils will spend 30-minute reading session every day on one
on one session with the teacher is utilized to intensively monitor the progress of the
learners. Reading Buddy System will be conducted during vacant hours of the students.
Reading at home through the help of guardians and parents will also be monitored.
Small group settings and individual tuition is more effective than larger groups
(Swanson and Hoskyn, 1998; Vaughn, Gerten and Chard, 2000; Scammaca et al.,
2007; Brooks, 2007; Eurydice Network, 2011).
The frequency and duration was also considered in the creation of the program.
This program adheres to Rose (2009) principle of “little and often”. This approach
supports the claims of Solity (2000) that skills should be distributed over time rather
than massed into a particular time. Furthermore, Vaughn et al. (2000) stated that
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shorter time for instruction, but intensive, is the most efficient approach. Brooks (2007)
recommended that an intervention should not last longer than one term. Singleton
(2009) as cited by Trunch suggests that the rate of gain decelerate rapidly after the first
12 hours of intervention.
In each session the teacher helps to activate the student’s prior knowledge and
make predictions based on illustration/ cover/ title of the book. Afterwards, the teacher
reads the story and guides the discussion of the text. Then, the pupils reread the story
up to 5 times before the teacher moves to the next story. Repeated reading includes
echo reading, paired reading, practicing favorite parts of the story to be read aloud in
front of the group and readers’ theater. The program doesn’t stop there but they
continue to read their chosen books at home and share them with their parents or
guardian by reading aloud. The students keep a reading logto record his/her reading
activity. In addition, this program provides a safe space for non-fluent readers to
practice their reading skills and requires greater home involvement.
V. PROGRAM CONTENT
A. Assessment
Assessment is given at the beginning of the school year to determine the fluency
and reading comprehension level of the target readers. The following assessments are
given to determine the fluency and reading comprehension.
Oral Fluency Assessment

1. Find a passage(s) of approximately 250 words written at the student’s
grade placement. Submit the passage to a text readability formula to
estimate its grade appropriateness.
2. Ask the student to read the passage for one minute and tape-record the
reading. Emphasize that the text should be read aloud in a normal way,
and not faster than normal.
3. Mark any uncorrected errors made by the student. Errors include
mispronunciations, substitutions, reversals, omissions, or words
pronounced by the examiner after a wait of 2-3 seconds without an
attempt or response from the student. Mark the point in the text the
student has come to after one minute of reading.
4. Repeat steps 1 and 2 with two different passages (optional). If you choose
to repeat the process, use the median or middle score for analysis.
5. Determine accuracy by dividing the number of words read correctly per
minute (WCPM) by the total number of words read (WCPM + any
uncorrected errors). This number will be a percentage. Compare the
student’s performance against the target norms in Table 1. 6. Determine
the rate by calculating the total number of WCPM and comparing the
student’s performance against the target norms in Table 2.
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Oral Fluency Scale
4. Reads primarily in larger, meaningful phrase groups. Although some
regressions, repetitions, and deviations from the text may be present,
these do not appear to detract from the overall structure of the story.
Preservation of the author’s syntax is consistent. Some or most of the
story is read with expressive interpretation. Reads at an appropriate rate.
3. Reads primarily in three- and four-word phrase groups. Some smaller

groupings may be present. However, the majority of phrasing seems
appropriate and preserves the syntax of the author. Little or no expressive
interpretation is present. Reader attempts to read expressively and some
of the story is read with expression. Generally, reads at an appropriate
rate.
2. Reads primarily in two-word phrase groups with some three- and four-
word groupings. Some word-by-word reading may be present. Word
groupings may seem awkward and unrelated to the larger context of the
sentence or passage. A small portion of the text is read with expressive
interpretation. Reads significant sections of the text excessively slowly or
fast.
1. Reads primarily word-by-word. Occasional two- or three-word phrases

may occur – but these are infrequent and/or they do not preserve
meaningful syntax. Lacks expressive interpretation. Reads text
excessively slowly. A score of 1 should also be given to a student who
reads with excessive speed, ignoring punctuation and other phrase
boundaries, and reads with little or no expression.
Reading Comprehension Assessment

(Adopted from the Philippine Informal Reading Inventory Manual 2018)
The Phil-IRI Group Screening Test (GST) in Filipino must be administered

to Grade 3 to 6 students while the GST in English must be administered to the
Grade 4 to 6 students on the first month of the school year. It is a 20-item
multiple choice test that the test takers must accomplish within 30 minutes. This
should be administered during class time. By the end of July, the learner must
have completed 2 tests (1 in English; 1 in Filipino). Upon completion of the
administration of the GST, the Class Reading Reports are submitted to the
Principal. These contain a summary of the students who performed equal or
above and below the cut-off score. Refer to Appendix B1, Form 1A: Talaan ng
Pangkatang Pagtatasa ng Klase (PPK) sa Phil-IRI for Filipino or Appendix B2,
Form 1B: Class Reading Report (CRR) for English. As shown on Figure 1,
students who garner a Raw Score that is equal to or greater than 14 (75%) need
not undergo further testing.
The first stage is done for these students. However, students who
garner a Raw Score that is lower than 14 (74%) need to undergo further
assessment, as this may be an indication that the student is experiencing
difficulty reading at-level text. It is thus necessary to conduct
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individualized assessment in order to further describe the child’s reading
performance. The learners will be assessed using the PhilIRI Graded
Passages. If a student garners a score of 13 and below in the Filipino
GST, s/he will be given the Filipino Graded Passages Pre-Test. If the
student garners a score of 13 or below in the English GST, s/he will be
given the English Graded Passages Pre-Test. Note that it is possible for a
student to undergo the Phil-IRI Graded Passages in one or both
languages.
B. Materials
This list presents a collection of books and other reading materials that will cater
to the different interest and reading levels of the target learners.
English Textbooks from Grade __ to Grade ___
Filipino Textbooks from Grade __ to Grade __
Philippine Informal Reading Inventory Reading Passages
VI. MECHANICS AND IMPLEMENTATION
1. The teacher will maximize a 25-minute session to uplift the performance of the
readers using different strategies.
2. The prior knowledge of the learner will be the basis of the teacher in engaging
him/her in the session. It will run in 5 minutes.
3. After motivating the learner, the teacher will maximize any strategies focusing in
fluency or reading comprehension.
4. The last part will be the direct evaluation of the learners’ capacity in reading.
Oral Fluency Strategies
Strategy 1
How to use timed repeated readings
Timed repeated readings should be done using books or passages the student has
read before that are at an independent reading level (i.e. books the student can read
with 95% accuracy or above). Most timed repeated reading sessions should include
3-4 re-readings of the same text.
What you will need:
 Two copies of the assessment passage — one for the student and one for the
teacher
 Stopwatch or clock
 Pencil
Carefully select passage to be used, and determine the type of assessment
information you want to gather:
One minute reading. The student reads for 1 minute. The teacher or partner counts
the number of words read correctly in one minute (WCPM). This score is as valid as
calculating perfect correct or accuracy on longer readings. Provide some practice time
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with non-assessment reading material before beginning the 1 minute timed reading.
Timed repeated readings. The student reads the same passage for 1 minute
multiple times (3-5). The teacher or partner counts how words the student read in 1
minute. The number of words read results can be graphed using a bar graph.
Words correct per minute (WCPM). Choose a passage. Time the student when s/he
reads the passage.
Strategy 2
How to use reader's theater
1. Choose a story that can be divided into parts, or character. Assign reading
parts to each child.
2. Ask students to read their scripts orally for practice.
3. Have students read assigned parts to the audience.
Strategy 3
How to use audio-assisted reading
1. Choose a reading passage and audio recording of the reading that is slightly
above students' independent reading levels.
2. Ask students to listen to the audio while following along on the paper copy of
the passage.
3. Have students read out loud along out loud with the audio recording.
4. Ask students to read the passage without the audio.
5. Have students read and re-read along with the audio until they feel comfortable
reading the text unassisted.
Notes
 Observe students as they are listening and reading to ensure that they're able
to follow along accurately.
 Most researchers recommend that teachers (or other models of fluent reading)
create the audiotapes or recordings. The recording should not include
distractions such as sound effects or music.
 Digital recording devices such as iPads and iPods are easy-to-use tools for
audio recordings.
 If limited recording devices are available, rotate students through using a timer
or as one of your stations during center time.
Strategy 4
How to use paired reading
How to pair students
Pair students either by same reading ability or by high level readers with low level
readers. Use the following steps to pair high-level readers with low-level readers:
 List the students in order from highest to lowest according to reading ability
 Divide the list in half
 Place the top student in the first list with the top student in the second list
 Continue until all students have been partnered
 Be sensitive to pairings of students with special needs, including learning or
emotional needs. Adjust pairings as necessary
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 The reader from the first list should read first while the reader from the second
list listens and follows along
 The second reader should pick up where the first reader stops. If additional
practice is needed, the second reader can reread what the first reader read
 Encourage pairs to ask each other about what was read. "What was your page
about? What was your favorite part?"
Implementing the strategy
1. Introduce the students to the Paired Reading strategy. This includes:
o Establishing a routine for students to adopt so that they know the step-
by-step requirements for engaging in paired reading (i.e. Will they read
out loud, simultaneously? Will they take turns with each person reading
a paragraph? a page? Or will one person read while the other person
listens?).
o Teaching students an error-correction procedure to use when
supporting each other's reading (i.e. re-reading misread words; signals
for difficulty).
o Modeling the procedure to ensure that students understand how to use
the strategy.
2. Ask students to begin reading in pairs and adjust reading speed if reading
simultaneously so they stay together.
3. Have students offer feedback and praise frequently for correct reading.
4. Monitor and support students as they work.
Strategy 5
How to use shared reading
1. Introduce the story by discussing the title, cover, and author/illustrator. Ask the
students to make predictions regarding what they think the story might be
about.
2. Read the story aloud to the students using appropriate inflection and tone.
Pause and ask the students to make predictions. Ask brief questions to
determine students' comprehension level.
3. Conclude the reading by reserving time for reactions and comments. Ask
questions about the story and relate the story to the students' similar
experiences. Ask the children to retell the story in their own words.
4. Re-read the story and/or allow time for independent reading.
5. Conduct follow-up activities such as making crafts related to the story.
Strategy 6
How to use choral reading
1. Choose a book or passage that works well for reading aloud as a group:
o Patterned or predictable (for beginning readers)
o Not too long
o At the independent reading level of most students
2. Provide each student a copy of the text so they may follow along. (Note: You
may wish to use an overhead projector or place students at a computer
monitor with the text on the screen)
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3. Read the passage or story aloud and model fluent reading for the students.
4. Ask the students to use a marker or finger to follow along with the text as they
read.
5. Reread the passage and have all students in the group read the story or
passage aloud in unison.
Reading Comprehension Strategies
Strategy 1
Retelling
Retelling involves having students orally reconstruct a story that they have read.
Retelling requires students to activate their knowledge of how stories work and apply
it to the new reading. As part of retelling, students engage in ordering and
summarizing information and in making inferences. The teacher can use retelling as a
way to assess how well students comprehend a story, then use this information to
help students develop a deeper understanding of what they have read.
The teacher uses explicit instruction, explaining why retelling is useful, modeling the
procedure, giving students opportunities to practice, and providing feedback. As the
following chart shows, students' retellings should become more detailed as they
become better readers.
Strategy 2
Story maps are visual representations of the elements that make up a narrative. The
purpose of a story map is to help students focus on the important elements of
narratives-theme, characters, settings, problems, plot events, and resolution-and on
the relationship among those elements.
Story maps to be used with younger students can be very simple-like the one that
follows. These maps focus on a single element, such as the sequence of a simple
plot.
With older students, the maps can be more complicated, focusing on several
elements. As with retellings, the teacher uses explicit instruction to introduce the
procedure, explaining why story maps are useful, then modeling the procedure, giving
students opportunities to practice, and providing feedback.
Strategy 3
Story Frames
Similar to story maps, story frames are visual representations that focus students'
attention on the structure of a story and on how the content of the story fits its
structure.
Students use story frames as a way to activate their background knowledge of the
elements of story structure and thus to organize and learn new information from a
story. Simple story frames require students to provide basic information about the
sequence of events in a story:
The problem in the story is ______.
This is a problem because ______.
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The problem is solved when ______.
In the end ______.
More complex frames might involve having students supply more detailed information
by summarizing sequences of actions or events, or providing factual information to
explain problems or motivations.
The procedure encourages students to interact with each other, asking questions,
seeking clarifications, and sharing evaluations. Again, as with story maps, the
procedure can be simplified for use with younger students — it has been used
successfully with grade-one students *— or made more sophisticated for use with
older students.
And again, as with the other procedures that have been described, the procedure is
introduced through explicit instruction, with the teacher first explaining why story
frames are useful, then modeling when and where to use them, guiding students
through practice opportunities, and providing corrective feedback along the way.
Strategy 4
Directed Reading and Thinking Activity (DRTA)
This procedure focuses on reading as a thinking process. Its intent is to teach children
to make predictions throughout reading. Before reading, the teacher asks students to
form a purpose for reading and to make predictions about the content of the story to
be read.
During reading, the teacher stops students at strategic points in the story to ask
students to make additional predictions and to verify, reject, or modify their purposes
and predictions.
After reading, the teacher asks students to find and read aloud any part of the text
that supports their predictions. Students must use the text to explain their reasoning
and to prove the accuracy-or inaccuracy-of their predictions.
Strategy 5
K-W-L
The purpose of the K-W-L procedures is to help students become good readers by
learning to do the things that good readers do. Specifically it helps students learn to
activate their background knowledge and to set purposes for reading.
KWL stands for determining What I Know, What I Want to Learn, and reviewing What
I Have Learned. The following chart shows the steps in each part of the procedure:
What I Want To
What I Know What I Learned
Learn
Students discuss what they Students discuss After reading the text,
already know about a topic in what they want to students discuss what they
the text they will be reading. learn from reading the learned from it. They next
The teacher has students list text and write down write what they learned and
ideas and concepts related to specific questions that answer s t u d e n t - g e n e
the topic, then has them they think may be r a t e d questions about
organize their ideas into broad answered in the text. topics that were addressed
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categories. in the text.
Strategy 6
Questioning the Author
The Questioning the Author procedure involves discussion, strategy instruction, and
self-explanation. It encourages students to reflect on what the author of a selection is
trying to say so as to build a mental representation from that information. Teacher and
students work collaboratively, reading to resolve confusion and to understand the
meaning of the text.
Focusing on a segment of text, the students respond to teacher questions such as the
following:
 What is the author trying to say?
 What does the author mean by this?
 o Why is the author saying this?
 What is the author getting at?
Through modeling, the teacher helps students to understand that some parts of a text
can cause confusion and hinder comprehension. The teacher then discusses with
students what they can do when comprehension problems occur. Students learn to
"grapple" with text by emulating the teacher's questioning techniques.
Strategy 7
Reciprocal Teaching
Reciprocal Teaching is the name for a teaching procedure that is best described as a
dialogue between the teacher and students. "Reciprocal" means simply that each
person involved in the dialogue acts in response to the others. The dialogue focuses
on a segment of a text the group is reading and is structured by the use of four
comprehension strategies:
 asking questions,
 clarifying difficult words and ideas,
 summarizing what has been read, and
 predicting what might come next.
The teacher first models and explains how to apply a comprehension strategy, then
gradually turns over the activity to the students. As the students become more
competent, the teacher requires their participation at increasingly more challenging
levels.
Reciprocal Teaching provides students with opportunities to observe the value of
applying strategies in their "real" reading. In addition, it allows the teacher to identify
problems individual students might have in using strategies and to provide instruction
that is geared to individual needs.
Strategy 8
Transactional Strategy Instruction
Transactional Strategy Instruction (TSI) is a procedure that involves teaching students
to construct meaning as they read by emulating good readers' use of comprehension
strategies.
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TSI helps students (1) set goals and plan for reading, (2) use background knowledge
and text cues to construct meaning during reading, (3) monitor comprehension, (4)
solve problems encountered during reading, and (5) evaluate progress. To
accomplish these tasks, students are taught to use a set of reading strategies. The
strategies typically include:
 predicting based on prior-knowledge activation,
 generating and asking questions,
 clarifying,
 visualizing,
 relating background knowledge to text content, and
 summarizing.
Instruction occurs in small-group settings, with the strategies used as vehicles to
coordinate dialogue about text as students read aloud. In their groups, students are
encouraged to relate a text to their background knowledge, to summarize text, to
describe any mental images they make during reading, and to predict what might
happen next in the text. As students read aloud, they engage in and exchange
individual interpretations of and responses to the reading.
Strategy 9
The I-Chart Procedure
The I-Chart Procedure is a technique that promotes critical thinking by encouraging
students to apply reading strategies to learn from content-area texts.
The procedure is organized into three phases: Planning, Interacting, Integrating and
Evaluating. Students begin the Planning phase by using content-area texts to identify
a topic of study. They then generate questions they want to answer as they read.
Next, they construct a large chart, similar to the following, on which to record
information as they gather it. They complete the Planning phase by collecting
materials about the topic.
VII. EXPECTED OUTPUT AND SUCCESS INDICATORS
At the end of the reading intervention program the students are expected to
reach their fluency level at their corresponding grade. The students are able to read
grade 3-6 level text with appropriate speed and 95-100% level of word accuracy and
comprehension scores.
VIII. WORKPLAN OF ACTIVITIES
A. Daily Plan of Activities
Activities Person/s Time Frame Materials

Involved
I. Explicit Phonics Instruction
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Phonics Instruction Teacher and 5 minutes Flashcards,
(Sorting words, Making Students worksheets,
words, Matching words notebook
Games: Lotto, Follow
the Path, Crazy Eights,
etc., Word Study
Notebook)
II. Fluency Instruction
1. Activate prior Teacher and 5 minutes book cover and
knowledge through student pictures
pictures and question
2. Reading of the story Teacher and 5 minutes self – selected book
by the teacher student
Or Alternate reading
with the teacher
3. Repeated reading Teacher and 15 minutes self – selected book
by the learner student
4. Reading Aloud at Student and self – selected book
home parents/ guardian
III. Reading Comprehension
1. Activate prior Teacher and 5 minutes book cover and
knowledge through student pictures
pictures and question
2. Reading of the story Teacher and 5 minutes self – selected book
by the teacher student
Or Alternate reading
with the teacher
3. Implementing Teacher and 15 minutes self – selected book
different tasks aligned student
to different
comprehension
strategies
X - MONITORING AND EVALUATION
The teacher keep a log/ anecdotal record of the day’s session. The notes are
reviewed and discussed with peers for feed backing.
REFERENCES:
_____________________________________________________________________________________
Contact No.: 09273882127
Alyousef, H. (n.d.). TEACHING READING COMPREHENSION TO ESL/EFL
LEARNERS. Retrieved from http://www.readingmatrix.com/articles/alyousef/article.pdf
A-Z, B. S. (n.d.). NAEP - Components of the Oral Reading Study. Retrieved September
02, 2016, from https://nces.ed.gov/nationsreportcard/studies/ors/components.aspx
-Z, B. S. (n.d.). NAEP - Oral Reading Fluency Scale. Retrieved September 16, 2016,
from https://nces.ed.gov/nationsreportcard/studies/ors/scale.aspx
Effective Interventions for Struggling Readers. (n.d.). Retrieved from

http://www.education.ie/en/Education-Staff/Information/NEPS-Literacy-Resource/
neps_literacy_good_practice_guide.pdf
Huang, L. V., Nelson, B., & Nelson, D. (2008.). Increasing Reading Fluency through
Student-Directed Repeated Reading and Feedback. Retrieved from
http://files.eric.ed.gov/fulltext/EJ878349.pdf
Hudson, R., Lane, H., & Pullen, P. (2005, May). Reading fluency assessment and
instruction: What, why, and how? The Reading Teacher, 58(8), 702-714. Retrieved from
http://www.fcrr.org/publications/publicationspdffiles/hudson_lane_pullen_readingfluency
_2005.pdf
Kuhn, M. R., & Stahl, S. A. (2003). Fluency: A Review of Developmental and Remedial
Practices. American Psychological Association, Inc., 95(1), 3-21. doi:10.1037/0022-
0663.95.1.3
Neumann, V., Ross, D., &Slaboch, A. (2008). Increasing Reading Comprehension of

Elementary Students through Fluency Based Interventions (Unpublished master's thesis). Saint
Xavier University & Pearson Achievement Solutions, Inc.
Rasinski, T., PhD. (2004). Assessing Reading Fluency. Retrieved from

http://files.eric.ed.gov/fulltext/ED483166.pdf
Rasinski, T. (2004, March). Creating Fluent Readers. Retrieved from

http://www.ascd.org/publications/educational-leadership/mar04/vol61/num06/Creating-
Fluent-Readers.aspx
Sousa, D. (2005). How the Brain Learns to Read. Thousand Oaks, California: Sage
Publication Company.
Stages of Reading | Scholastic.com. (n.d.). Retrieved September 9, 2016, from

http://www.scholastic.com/teachers/article/stages-reading
_____________________________________________________________________________________
Contact No.: 09273882127
APPENDICES
_____________________________________________________________________________________
Contact No.: 09273882127
NAEP Oral Reading Fluency Scale
Level 4 Reads primarily in larger, meaningful phrase groups.
Although some regressions, repetitions, and deviations
from text may be present, these do not appear to detract
from the overall structure of the story. Preservation of
the author’s syntax is consistent. Some or most of the
Fluent story is read with expressive interpretation.
Level 3 Reads primarily in three- or four-word phrase groups.
Some small groupings may be present. However, the
majority of phrasing seems appropriate and preserves
the syntax of the author. Little or no expressive
interpretation is present.
Level 2 Reads primarily in two-word phrases with some three- or
four-word groupings. Some word-by-word reading may
Non-Fluent be present. Word groupings may seem awkward and
unrelated to larger context of sentence or passage.
Level 1 Reads primarily word-by-word. Occasional two-word or
three-word phrases may occur—but these are infrequent
and/or they do not preserve meaningful syntax.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education
Statistics, National Assessment of Educational Progress (NAEP), 2002 Oral Reading Study.
Prepared by:
CHARMAINE M. HERNANDEZ
Master Teacher I
Approved by:
DIVINA N. SAN JUAN
Head Teacher III
_____________________________________________________________________________________
Contact No.: 09273882127

Intervention Reading Program. - 1

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Intervention Reading Program. - 1

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Republic of the Philippines

B.R.I.D.G.E Recovery Approach:

I. READING PROGRAM SUMMARY INFORMATION

Program Title : B.R.I.D.G.E Recovery Approach

Low reading performance can sometimes result from ineffective teaching by an

IV. BRIEF PROGRAM DESCRIPTION

B.R.I.D.G.E.S Recovery Approach is a school-based reading program where

Oral Fluency Assessment

3. Reads primarily in three- and four-word phrase groups. Some smaller

1. Reads primarily word-by-word. Occasional two- or three-word phrases

Reading Comprehension Assessment

The Phil-IRI Group Screening Test (GST) in Filipino must be administered

VI. MECHANICS AND IMPLEMENTATION

Oral Fluency Strategies

Reading Comprehension Strategies

VII. EXPECTED OUTPUT AND SUCCESS INDICATORS

VIII. WORKPLAN OF ACTIVITIES

A. Daily Plan of Activities

Activities Person/s Time Frame Materials

X - MONITORING AND EVALUATION

Effective Interventions for Struggling Readers. (n.d.). Retrieved from

Neumann, V., Ross, D., &Slaboch, A. (2008). Increasing Reading Comprehension of

Rasinski, T., PhD. (2004). Assessing Reading Fluency. Retrieved from

Rasinski, T. (2004, March). Creating Fluent Readers. Retrieved from

Stages of Reading | Scholastic.com. (n.d.). Retrieved September 9, 2016, from

DIVINA N. SAN JUAN

Head Teacher III

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