Republic of the Philippines

DEPARTMENT OF EDUCATION
Cordillera Administrative Region
Schools Division of Apayao
Southern Conner District
GASSUD ELEMENTARY SCHOOL
S.Y. 2022-2023

IMPROVING READING OUTCOMES FOR THE STRUGGLING PUPILS IN

GRADE III & IV THROUGH THE IMPLEMENTATION OF “TURO
MO ,BABASA AKO”

I. BACKGROUND AND RATIONALE

A. Introduction

Reading is a multifaceted process that develops only with practice.There are certain
aspects of reading,such as fluency and word recognition which can be learned in a few
years.These basic must be mastered at the same time reading comprehension should be
emphasized in the process.Learners can parrot words on a page all day long but if they don’t
have the necessary comprehension skills they will not be able to make predictions about what
will happen next,monitor their understanding of contents,sequence or characters,clarify
confusing parts of the text or connect what they are reading to their own experience or prior
knowledge and that is what true comprehension is all about.
As an activity,reading is considered to be one of the most fascinating and enriching things
man has discovered.
Reading Intervention is a program,supplementary to an existing literacy curriculum that is
provided to the learners for the primary purpose of increasing reading levels.such program can
be administer in and out of the tradiyional classroom environment.To boost the development
reading and skills of nonreaders.
After the conduct of FLAT, it was found out that there was 1 male & 1 female out of 11
Grade 3 pupils who was under Level 2-Word Level, 2 males & 1 female in Level 3-Paragraph
Level, 2 male and 4 females who were under Level 4-story level.

For the Grade 4 pupils, there was 1 male 2 female who was under Level 2-Word Level,
and 1 male & 4 female under Level 4-Story Level.

Based on the results, there was 1 male & 1 female pupil from the Grade 3 class while 1
male & 2 female from the Grade 4 class will undergo thorough reading remedial intervention.
The other 2 male & 1 female Grade 3 pupils who were under paragraph level will also be
included in the reading intervention program but with minimal supervision.
 Since PHIL-IRI Test is a national level assessment in reading, the class adviser also
conducted the group screening test among the Grade 5 and 6 learners to identify who will be
undertaking the PHIL-IRI Pretest. The result was not far from that of the FLAT because the
identified learners-at-risk in reading was almost the same. There were 3 males and 2 females
from the Grade 3 class who will be taking the PHIL-IRI Pre-test while 1 males and 2 female
from the Grade 4 class. They are the beneficiaries of this reading intervention program.

In this connection, the teacher made a differentiated reading intervention plan for her
pupils who were at-risk in reading to be conducted at the reading kiosk and classroom in the
school. The schedule will be every day from 12:10 P.M. to 1:10 P.M. The independent learners
from the Grade 3 and 4 classes, who are also the YES-O Officers will also help in the
implementation of the reading intervention program. Concerned parents were also encouraged to
assist their children in reading since it was disseminated to them during the 1st HPTA meeting,
and it was carried out unanimously.
B. Table Result

Philippine Informal Reading Inventory ( PHIL-IRI )

Division of Apayao
Pre & Posttest Result in Reading Comprehension
School Year 2022-2023

Total Enrolment: 19_

Number of Pupils Tested: _17__ Grade Level: 3 & 4____
School: GASSUD ELEMENTARY SCHOOL Pretest: September 23,2022
District: Southern Conner Postest: ________________

ENGLISH
1 2 3 4

Pupil Reading Level

Tested Change in Reading
Grade Non-Reader Performance
Enrolment Frustration Instructional Independent

Pre Post Pre Post Pre Post Pre Post Pre Post Frus. Ins. Ind. NR
M F M F M F M F M F M F M F M F M F M F
III 11 5 5 2 2 3 3 0 0 0 0
IV 8 2 5 1 2 1 3 0 0 0 0
19 7 10 3 4 4 6 0 0 0 0
TOTAL

Prepared by: Noted by:

AIZA A. QUELANG EVANGELINE L. MOYAEN

Class Adviser School Head
 Philippine Informal Reading Inventory ( PHIL-IRI )
Division of Apayao
Pre & Posttest Result in Reading Comprehension
School Year 2022-2023

Total Enrolment: 19_

Number of Pupils Tested: _16__ Grade Level: 3 & 4____
School: GASSUD ELEMENTARY SCHOOL Pretest: September 23,2022
District: Southern Conner Postest: ________________

FILIPINO
1 2 3 4

Pupil Reading Level

Tested Change in Reading
Grade Non-Reader Performance
Enrolment Frustration Instructional Independent

Pre Post Pre Post Pre Post Pre Post Pre Post Frus. Ins. Ind. NR
M F M F M F M F M F M F M F M F M F M F
III 11 4 5 1 1 3 4 0 0 0 0
IV 8 2 4 1 1 1 2 0 1 0 0
19 7 9 2 2 4 6 0 1 0 0
TOTAL

Prepared by: Noted by:

AIZA A. QUELANG EVANGELINE L. MOYAEN

Class Adviser School Head
 II. OBJECTIVES

The reading intervention aims:

1. To identify the strengths and weaknesses of pupils in the reading

& comprehension.
2. Uplift reading activities.
3. Help struggling pupils to develop their capacity on reading.
4. Lessen the reading factors.

III. METHODOLOGY

The following methodologies shall be employed in the conduct of the remedial

intervention.

Resources
Phase Activities People Time Frame Success
Involved Fund Indicator
Source

Planning Assessment of pupils Teacher September Pupils

reading skill Pupils 2022 assessed
Parents
Scheduling of Teacher September Meeting
meeting with the Parents 2022 scheduled
parents in the School
Designated Learning Head
Reading Kiosk
Setting of Resources October Resources
2022 Obtained

Implementation Make a project October 2022 Formulated

proposal Project
proposal
Preparation of October 2022 Different
Remedial Activities Activities
prepared
Procurement of October MOOE School
school supplies 2022 supplies
prepared

Evaluation Documentation of Every session Accom

every activity plishment
Report

Sustainability Sustain remedial Year Round Improved

activity sight
vocabulary,
 reading skill
and compre
hension of
the pupils-at
risk

IV. PARTICIPANTS

The participants in the reading intervention are the Grade III and IV pupils who were in
the level 2 (Word) and Level 3 (Paragraph) during the conduct of FLAT last August 24,
2022 and frustration level and instructional level under PHIL-IRI Pretest that was conducted
last September 23, 2022.

V. PROPONENT

The proponent of the reading intervention is the Grade III and IV class adviser who has
adequate skill to Improve reading outcomes for the struggling pupis and lifelong readers with
the use of ICT and differentiated reading intervention materials.

VI. VENUE AND DATE

Venue: Designated Reading Area

Gassud Elementary School
Southern Conner District
Gassud, Karikitan, Conner, Apayao

Date: Proposed start of the reading remedial will be in September 2022 and will end
on May 30, 2023.

VII. IMPLEMENTATION PLAN

Skills to be Activities Time Frame Method Strategy Assessment

developed Procedure
Pre-test September 8- Develop FLAT
9, 2022 reading (Oral &
 Administer materials Comprehensio
the pre- Thursday- such as short n)
reading test Friday stories
Recording of provided
pupils’ September 9, from the PHIL-IRI
performance 2022 Phil-IRI (Individual
FLAT reading (silent
and oral and
comprehensio
n)
Reading Phonic Administer September Utilize the Individual
Skills reading 2022 Ultimate reading (silent
activities phonic word and oral)
Recording of lists and Group reading
pupils’ sentences Peer reading
performance
Sight Vocabulary Reading October 2022 Utilize dolch Group
dolch sentences, Individual
sentences and tongue reading with
tongue twisters, recording sheet
twisters phrases, (Reading Log)
sentences and
first and
second
hundred
words

Reading Skills Giving of November Utilize short Check pupils’

short stories, 2022 stories, output
poems, poems, Oral
sayings, sayings, questioning
proverbs and proverbs and and answering
other literary other literary Group reading
pieces as an pieces as an Peer reading
additional additional Individual
instruction in instructional reading
reading to be in reading.
read. Pre-reading,
during
reading and
post-reading
Asking
comprehensi
on questions.
Comprehension Reading November Utilize short Oral reading
short stories 2022 - stories, Silent reading
with January 2023 poems, Comprehensio
comprehensi sayings, n check up
on questions proverbs and Peer reading
Reading other literary Group reading
short poems pieces as an Record pupils’
with additional answers and
 Comprehensi instructional performance
on questions in reading
with
comprehensi
on questions.
Collaboration Reading February- Utilize short Group activity
Skills short stories March 2023 stories Individual
Identify and Round robin activity
analyses the Sharing of
part of the answers and
short stories ideas using
different
story webs
“Fill Me!”
Activity

VIII. BUDGET REQUIREMENTS

Supplies and Materials

Supplies and Materials Unit Quantity Unit Total

Cost
Masking Tape Pcs 2 60 120.00

Bond Paper (A4) Ream 4 200 800.00

Computer Ink (Set) Bottle 4 300 1,200.00

Folder (A4) Piece 13 10 130.00

Fastener Box 1 60 60.00

Clear Plastic Envelope Piece 16 10 160.00

TOTAL 2,470.00

IX. Implementation

The implementation period will depend upon the approval of the proposal; hence, the
dates specified under the time frame regarding the Implementation Requirement are subject
to change.

X. Monitoring and Evaluation

 The School Head and the District Supervisor (PSDS) shall be invited to monitor and
evaluate the reading remedial activity.

XI. Reporting of Results

The class adviser will submit the results after the reading intervention is done.

XII. PROJECT IMPACT

Developing the teaching and learning styles of “TURO MO ,BABASA AKO”

is one way to cater the needs of diverse pupils such in reading with comprehension, is
essential to meet the target goals, that after the conduct of this reading remediation program,
all these struggling pupils are readers and can comprehend.
Hence, the reading intervention with appropriate intervention and integration helps
in the attainment of the desired goal. Further, it can help students find more success in
reading, help provide them the skills they need to have better achievement in the classroom
and found love in reading books.
Additionally, integrating ICT in reading helps both teachers and pupils to be globally
competitive in this modern day of teaching-learning process.

XIII. ACCOMPLISHMENT REPORT

The accomplishment report of this intervention shall be submitted to the School

Office, District Office and to the Division Office after the implementation.

Prepared by:

AIZA A. QUELANG
Teacher I/Class Adviser

Recommending Approval:

EVANGELINE L. MOYAEN GILRIE B. BAGUEC, Ph

D
School Head Public Schools District Supervisor
 Approved:

ELMA B. BALACANG
EPS, Reading Coordinator

READING INTERVENTION, “TURO MO,BABASA AKO” S.Y. 2022-2023

of AIZA A. QUELANG (Division Copy)
GASSUD ELEMENTARY SCHOOL, SOUTHERN CONNER DISTRICT

READING INTERVENTION, TURO MO,BABASA AKO “” S.Y. 2022-2023

of AIZA A. QUELANG (School Copy)
GASSUD ELEMENTARY SCHOOL, SOUTHERN CONNER DISTRICT

MATHEMATICS INTERVENTION, “OPLAN MELSKITFOF” S.Y. 2022-2023

of AIZA A. QUELANG (Division Copy)
GASSUD ELEMENTARY SCHOOL, SOUTHERN CONNER DISTRICT

MATHEMATICS INTERVENTION, “OPLAN MELSKITFOF” S.Y. 2022-2023

of AIZA A. QUELANG (School Copy)
GASSUD ELEMENTARY SCHOOL, SOUTHERN CONNER DISTRICT