Republic of the Philippines

Department of Education
CARAGA ADINISTRATIVE REGION
DIVISION OF SURIGAO DEL SUR
TAGBINA DISTRICT I
QUEZON INTEGRATED SCHOOL

SCHOOL MEMORANDUM
No.______17____s.,2021

UTILIZATION OF KASANGA SA PAGBASA AS READING INTERVENTION IN

FILIPINO
To: All Teachers
1. The implementation of the "Kasangga sa Pagbasa" Reading Intervention Program in
our school. This initiative is aimed at enhancing the reading skills and comprehension
of our students in the Filipino language. "Kasangga sa Pagbasa" will be integrated
into our curriculum as a strategic approach to address the diverse needs of our
learners.
Program Overview:
"Kasangga sa Pagbasa" is a comprehensive reading intervention program designed to support
students who may be experiencing challenges in reading and understanding Filipino texts.
This program is tailored to improve their reading fluency, vocabulary, comprehension, and
critical thinking skills. Through targeted strategies and engaging activities, it aims to make
reading an enjoyable and enriching experience for all our students.
Implementation:
Classroom Integration: Teachers are encouraged to incorporate "Kasangga sa Pagbasa" into
their daily lesson plans, aligning the program with the existing Filipino curriculum. Special
emphasis should be given to struggling readers.
Assessment: We will conduct baseline assessments to identify students who would benefit
from the program. These assessments will guide us in placing students into appropriate
intervention groups.
Small Group Sessions: "Kasangga sa Pagbasa" will be conducted through small group
sessions, allowing for personalized attention and support. These sessions can take place
during scheduled Filipino classes or during additional reading periods.
Resources: Our school has acquired the necessary contextualized reading materials,
workbooks, and supplementary resources for the successful implementation of the program.
Monitoring and Evaluation: Regular progress monitoring will be carried out to assess the
effectiveness of the program. Teachers are encouraged to maintain records and provide
feedback to the program coordinators.
 Republic of the Philippines
Department of Education
CARAGA ADINISTRATIVE REGION
DIVISION OF SURIGAO DEL SUR
TAGBINA DISTRICT I
QUEZON INTEGRATED SCHOOL
Benefits:
Improved reading skills in Filipino
Enhanced comprehension and critical thinking
Increased confidence in reading
Personalized support for struggling readers
A more inclusive and equitable learning environment
2. The "Kasangga sa Pagbasa" Reading Intervention Program will contribute to the
holistic development of our students and help bridge any reading gaps they may
encounter. It is essential that all faculty and staff work collaboratively to ensure the
success of this initiative.
3. Your cooperation and dedication to the betterment of our students' reading abilities
are greatly appreciated. If you have any questions or require further information about
the program, please do not hesitate to contact our program coordinators. Together, let
us empower our students with strong reading skills, promoting a lifelong love for the
Filipino language.
4. Immediate dissemination and of strict compliance of this memo is directed,

KIRK ANDREW B. ABELLANOSA,P-I

School Head
 Republic of the Philippines
Department of Education
CARAGA ADINISTRATIVE REGION
DIVISION OF SURIGAO DEL SUR
TAGBINA DISTRICT I
QUEZON INTEGRATED SCHOOL

IMPACT OF KASANGGA SA PAGBASA READING INTERVENTION

Initially, the school faced a challenge with the reading performance of grade 7 students, with a
majority (45 out of 59) falling into the frustration level. This issue was identified to stem from
problems in Principle 2, Curriculum and Instruction. In response, the school implemented the
Kasangga sa Pagbasa intervention, recognizing the urgency to address the needs of these 45 students.

The Kasangga sa Pagbasa reading intervention has demonstrated a profound positive impact on
the reading performance of grade 7 students at Quezon Integrated School based on the result on the
Action Research in tittled “ Kasangga sa Pagbasa: An Individualized Home-Based Reading
Intervention Program to Develop the Reading Comprehension of Selected Grade 7 Students in
Filipino.

Table 1 - Reading Comprehension Level of Grade 7 Students based on the Pretest using Phil-
IRI Group Screening Test (Before Implementing "Kasangga sa Pagbasa")

50

45

40

35

30

25

20

15

10

0
FRUSTRATION LEVEL INSTRUCTIONAL LEVEL INDEPENDENT LEVEL
PHIL-IRI PRE-TEST RESULT
 Republic of the Philippines
Department of Education
CARAGA ADINISTRATIVE REGION
DIVISION OF SURIGAO DEL SUR
TAGBINA DISTRICT I
QUEZON INTEGRATED SCHOOL
This table shows that among 59 grade 7 students, only 2 students reached independent level, 12
in instructional level and 45 students fell under frustration level. This means that 45 students who
were in frustration level need immediate intervention.

Table 2: Reading Comprehension Level of Grade 7 Students in Filipino based on the Posttest
using Phil-IRI Group Test (After Implementing "Kasangga sa Pagbasa)

30

25

20

15

10

0
FRUSTRATION LEVEL INSTRUCTIONAL LEVEL INDEPENDENT LEVEL

Phil-IRI Post Test Result

Post-intervention results revealed substantial progress in the reading comprehension levels of

the identified learners. Among the 45 students who participated in Kasangga sa Pagbasa, 6 achieved
the independent level, and 25 advanced to the instructional level. While 14 students remained in the
frustration level, a deeper analysis indicated that they faced challenges related to parental involvement
and exhibited lower interest in reading.

This suggests that the intervention significantly enhanced the reading comprehension skills of
the students. Furthermore, this improvement extended beyond just reading ability, positively
impacting overall student performance and contributing to an increase in the Mean Percentage Score
(MPS) of grade 7 students. Effective reading and comprehension skills are essential for success in
 Republic of the Philippines
Department of Education
CARAGA ADINISTRATIVE REGION
DIVISION OF SURIGAO DEL SUR
TAGBINA DISTRICT I
QUEZON INTEGRATED SCHOOL
various subjects, and this intervention has played a vital role in strengthening these foundational
skills.

Table 3: Teachers validation rating on the usability of the materials

5
Bilang ng Guro

0
Lubos na Sumasang- Sumasang-ayon Hindi Sang-ayon Hinding-hindi
ayon Sumasang-ayon

Rating

Additionally, the teachers' utilization of this intervention underscores its effectiveness with a
rating of 5 (Lubos na Sumasang-ayon) in 7 out of 8 teachers in the tool for supporting students in
their reading and comprehension endeavors.
By employing the Kasangga sa Pagbasa intervention, educators are better equipped to assist
students in developing crucial reading skills, which in turn contributes to their overall academic
success.

This collaborative effort between teachers and the intervention program reinforces its
positive impact on slearning and performance .
`
Moreover, the implementation of the Kasangga sa Pagbasa intervention has also contributed to
maintaining the school's School-Based Management Level 3. This indicates that the intervention
 Republic of the Philippines
Department of Education
CARAGA ADINISTRATIVE REGION
DIVISION OF SURIGAO DEL SUR
TAGBINA DISTRICT I
QUEZON INTEGRATED SCHOOL
aligns with the school's management and instructional strategies, further validating its positive impact
on the educational environment

Researcher:

JERGEN P. HULLEZA
Filipino 7 Teacher

Checked and Reviewed by:

GRACELY FLOR A. DALAGAN

Action Research Cordinator

Noted and Approved by:

KIRK ANDREW B. ABELLANOSA, P-1

School Head

Noted by:

DR. WILMA A. PREMARION

Schools District Supervisor

Research Validation Certification

This is to certify that the research titled:

 Republic of the Philippines
Department of Education
CARAGA ADINISTRATIVE REGION
DIVISION OF SURIGAO DEL SUR
TAGBINA DISTRICT I
QUEZON INTEGRATED SCHOOL

Title of the Research Study: “ Kasangga sa Pagbasa: An Individualized Home-Based

Reading Intervention Program to Develop the Reading Comprehension of Selected Grade 7
Students in Filipino.

Conducted by:
Researcher's Full Name: JERGEN P. HULLEZA, T-III, Secondary Department, Quezon IS
Has undergone a thorough validation process and has met the rigorous standards set forth by
our institution, in accordance with the principles of ethical research and academic integrity.
This certification is hereby issued to acknowledge the validation and approval of the research
project.

Validation Process:
The research underwent a meticulous validation process, including but not limited to:
Ethical Considerations: Ensuring that the research was conducted in compliance with
ethical guidelines, including informed consent, participant confidentiality, and adherence to
ethical research practices.
Methodology and Data Analysis: Evaluation of the research methodology, data collection,
and data analysis procedures to ensure sound research practices were employed.
Review and Approval: Thorough review by peers, advisors, or an ethics committee as
applicable, with recommendations and feedback addressed by the researcher.
Relevance and Contribution: Examination of the research's significance, originality, and
contribution to the field of study.
Data Integrity: Verification of the accuracy and integrity of the data and results presented in
the research.

Conclusion:
After careful examination, it is determined that the research has met the necessary criteria and
has been validated by our institution. The research demonstrates a high level of academic and
ethical standards and contributes to the body of knowledge in the respective field of study.
Validation Date: July 8, 2021
 Republic of the Philippines
Department of Education
CARAGA ADINISTRATIVE REGION
DIVISION OF SURIGAO DEL SUR
TAGBINA DISTRICT I
QUEZON INTEGRATED SCHOOL
This certification is issued with the understanding that the research is for academic,
professional, or knowledge-sharing purposes and is not intended for commercial or financial
gain. The findings and content of the research remain the responsibility of the researcher.

Name of Authorized Signatory:

GRACELY FLOR A. DALAGAN

Action Research Coordinator
Panelist :

JENEVEV A. CAMBARIHAN, T-III CHARMAINE JHANE T. UBAY,T-

III
Science Coordinator/Research Advocate English Coordinator/Research Advocate

WENELY I. CUARES
Department Head

Noted:

KIRK ANDREW B. ABELLANOSA, P-1 FELOMINA TEJANO

School Head Community Representative

Approved by:

WILMA A. PREMARION, PhD

Schools District Supervisor

Pictorials
 Republic of the Philippines
Department of Education
CARAGA ADINISTRATIVE REGION
DIVISION OF SURIGAO DEL SUR
TAGBINA DISTRICT I
QUEZON INTEGRATED SCHOOL