Republika ng Pilipinas

Kagawaran ng Edukasyon
Rehiyon V
Tanggapan ng mga Paaralang Pansangay ng Camarines Sur
Purok ng Hilagang Bula
MABABANG PAARALAN NG ROMERO

ACCOMPLISHMENT REPORT on READING INTERVENTION

The country’s education delivery has greatly changed because of the pandemic brought
about Corona Virus Diseases (Covid-19).

Since public and private schools were closed to protect the health of learners and
educators, teaching had to be performed remotely with the use of modular and digital platforms.
The Romero Elementary School used as a distance modular learning system wherein the learners
used modules for their teaching-learning process with the guidance of their parents/guidance.

Modular learning system is not enough to ensure that there is a progress on the
performance on my students especially when it comes to reading. And so, as adviser, I initiate to
conduct a scheduled face to face reading assessment among my pupils to determine students who
are readers, slow readers and nonreaders.

After the conduct of face-to-face reading assessment, I found out that 18 out of my 30
students are non-treaders. Therefore, reading intervention is highly needed.

Learners who will undergo remediation were identified based on their reading assessment
outcome/ result. The strategy I used is that, I schedule 3 pupils a day to come to school for a
reading intervention following the health protocol. I started my intervention by identify the
sounds of the letters of the alphabet, then CV sound. I used the I used Marungko Approach as an
Intervention material used in my reading remedial class.

As the remediation goes, I noticed that there is a progress on reading words and so we
practiced reading short paragraphs and asks simple questions about the paragraph being read.
Sad to say that they cannot comprehend what they are reading. That is why we I gave short
stories to read and selections and practice answering questions about it. The activity repeats until
2 weeks. Little by little, they can already understand what they read.

After a lot of practices and exercises given based from my assessment comparing the
before and after remedial intervention, there is a significant difference. Thus, I could say that the
intervention is effective.

Prepared by:

DHIL MARRY S. MIDAY

Teacher I
Noted:

MELBA C. BARBOSA
ESP-I
 Republika ng Pilipinas
Kagawaran ng Edukasyon
Rehiyon V
Tanggapan ng mga Paaralang Pansangay ng Camarines Sur
Purok ng Hilagang Bula
MABABANG PAARALAN NG ROMERO

REPORT ON PRE-READING STATUS

Grade I-Hope
March 2022

Name of Pupils Mother Tongue Filipino

(Rinconada)
MALE READER NON-READER READER NON-READER

ARROYO,JAMES, MORTE

BAAL,JERICK, -

BAGACINA,RENZ NIGEL, TAGUM

BALBUENA,IÑIGO ROSS, BONGAIS

BEROIN,NHELDIN, GRAFIL

CLAVERO,CZACK OCTAVIO CARLO,

DAROY

CLEOFAS,CARL JOSEPH, GONZALES

COLINA,JOHN EROL, GONZAGA

DERES,JOHN RENZ, CONVOCAR

ERTIZ,RIAN JAY, OJEDA

FORMALEJO,MICHIKO XIANON, NILO

IBAÑEZ,ROMMEL, JR VIBARES

MORTE,PRINCE, CATANGUI

PACLETA,CLARK, LABIS

PADOLINA,PRINCE AERON, PANAMBO

PADUA,WILLIAM, NADONZA

SAN BUENAVENTURA,ZXYLE, -

TAGSIM,MICHAEL, JR DOROIN

FEMALE
AGSAMOSAM,KC, BRIZUELA

BEDURAL,JASMIN SANEA, DALIVA

DEL VALLE,PRINCESS MAE, CERENO

HERMOSO,ANGEL MAE, CAÑESO

LARCENA,NATASHA AALIYAH,
DELATADO

MABASA,MELODY, BANDOLA

MIRANDA,CLERVIE, LARCENA

QUIROGA,ISABELLE JANE, CLAVERO

RIVERA,RAYZEL JANE, BUELA

SAN BUENAVENTURA,YESHA, -

AGSAMOSAM,KC, BRIZUELA

BEDURAL,JASMIN SANEA, DALIVA

DEL VALLE,PRINCESS MAE, CERENO

HERMOSO,ANGEL MAE, CAÑESO

LARCENA,NATASHA AALIYAH,
DELATADO

TOTAL

Prepared by:

DHIL MARRY S. MIDAY

Teacher I

Noted:

MELBA C. BARBOSA
ESP-I