Republic of the Philippines

Department of Education
Cordillera Administrative Region
DIVISION OF TABUK CITY
SOUTHERN TABUK DISTRICT 1
BULANAO EAST ELEMENTARY SCHOOL

READING RECOVERY INTERVENTION PROGRAM

APPROVAL SHEET

EMA ROSE B. SUCLIYAO

Teacher III

Noted:

JOAN M. DALILIS
Principal I

Endorsed by:

ROBERT B. BINHA-ON MARIBEL M. BRAVO

PSDS - STD1 EPS 1- ENGLISH

Reviewed by:
(Division Review and Evaluation Committee -DREC)

RAMONCHITO SORIANO
Chief Supervisor- CID

Recommending Approval:

VIRGINIA A. BATAN
OIC-Asst. Schools Div. Superintendent

Approved:

IRENE S. ANGWAY
OIC-Schools Div. Superintendent
 Republic of the Philippines
Department of Education
Cordillera Administrative Region
DIVISION OF TABUK CITY
SOUTHERN TABUK DISTRICT 1
BULANAO EAST ELEMENTARY SCHOOL

READING RECOVERY INTERVENTION PROGRAM

I. IDENTIFYING INFORMATION
Title: READING IMPROVEMENT and COMPREHENSION ENHANCEMENT
(Reading Recovery Intervention Program)

Name of the Reading Teacher: EMA ROSE B. SUCLIYAO

Name of School Head: JOAN M. DALILIS

Name of School: BULANAO EAST ELEMENTARY SCHOOL

Implementation Period: October 2019- March 20 2020

Target Group: ___ Grade V , ____Grade VI ___ Grade IV pupils

II. BACKGROUND AND RATIONALE

“Every Child a Reader” is one of the goals envisioned by the Department

of Education along with its dream of a quality education under the K-12 Curriculum.

The most important skill that man should have is reading. It serves as the tool

for acquiring knowledge, pleasure, happiness and it even serves as enhancement of

skills. At early ages and until now, it was been proven that reading played vital role in

man’s life. The importance of reading in the modern era has increased and to cope

with the trends and demands, man is in need to know and to learn more. But as it

increases, problems also arise. Gnanaguro and Ponnalagapan cited by Cain, Katada
and Mascardo (2012) said that the burning crisis that grips every child is the poor

reading comprehension ability.

Reading is non-reading if one could not comprehend. According to Hirsch

(2006) the main purpose of reading is comprehension. Without comprehension, there
is no reading since it is constructing meaning. Along the way there is less time spent
in the learning to comprehend and developing the skills and strategies in reading
comprehension. As the pupils reach higher grade level they are expected to be
competent readers but sad to say due to the effort in teaching how to read only, the
comprehension tends to be sacrificed.

Reading is the basis of instruction in all aspects of language learning: using

textbooks for language courses, writing, revising, developing vocabulary, acquiring

grammar, and the like.

*Result of the PHIL-IRI Pretest ,2019-2020

Grade level Total Pupils Frustration Instructional Independent

enrolment pretested
Grade 4 67 63 44 19 5
Grade 5 69 59 59 0 0
Grade 6 62 54 30 24 0
Total 198 176 133 43 5

PHIL-IRI Pretest results for the school year 2019-2020 shows the low reading

levels of the pupils . 75.6% of the pretested pupils fall under the frustration level, while

24.4% instructional and 2.84% under independent. Most of the clientele are grade 5

pupils followed by Grade 4 and grade 6 respectively.

To help improve the reading performance and enhance the comprehension of

the above pupils of Bulanao East Elementary School pupils for the school year 2019-

2020, this reading program is being proposed with __- grade 5 ,and 1__ grade 4 and

____ grade 6 pupils.

III. OBJECTIVES
a. Improve the reading skills and phonemic awareness of learners across all subject areas.
b. Improve the level of performance of pupils across all subjects by improving their reading skills.
c. help pupils acquire the skills and knowledge they need to read grade-level
text fluently and with good comprehension
 IV. METHODOLOGIES
1. Conduct GST to grade 4 to 6 pupils
2. Administer the PHIL-IRI Pretest
3. Individual /One on one tutoring
4. Buddy-Buddy System of reading
5. Peer Reading
6. Repeated reading
7. Using a Word wall
8. Guided reading
9. Drill on phonetics

V. IMPLEMENTATION PLAN

I. PRE-ASSESSMENT
Objectives Activity/ Time Frame Financial Persons Expected
Strategies Requirement Involved Output/
Remarks
I. Identify reading -Conduct Phil-Iri September 2019 P1000.00 Grade IV-VI Phil-IRI result
difficulties/level GST and Pre- Teachers,
test(Oral Reading Reading
Teacher, pupils
II. Conduct -set schedule of October 2019 P500.00 School Head, Minutes of the
meetings with meeting parents, meeting
parents of the -write letter to reading teacher Attendance
children involved parents
in the program
II. IMPLEMENTATION
Objectives Activity/ Time Frame Financial Persons Expected
Strategies Requirement Involved Output/
Remarks
I. Develop the -prepare different Nov. 2019 to P2,000.00 Reading Reading
reading skills of reading materials March . 2020 teacher, pupils materials
the pupils -conduct reading
remediation
activities
-conduct drill on
phonetics
II. Enhance the -prepare Nov. 2019 to March P2000.00 Reading Instructional
Higher Order enhancement . 2020 teacher, pupils Materials
Thinking Skills activities
(HOTs) of pupils -use CAI
Word wall
III. Develop - Downloaded and Nov. 2019 – march P1000.00 Reading Pupils
reading fluency of prepared reading 2020 teacher, motivation to
pupils materials parents, pupils read orally was
- Modeled reading developed
- Reading aloud - Pupils’
-Repeated reading confidence
-Buddy system increased
IV. Increase - Prepared reading Nov 2019-March P2,000 School Head, Pupils were
reading materials 2019 Parents/ able to work at
comprehension of - Independent reading teacher their own
pupils reading without other
 - guided reading people’s help
- Question and letters
answer
Source –out Conducted meeting October 2019 - P 50.00 Parents ,SH , Parents of the
funds for the with parents February 2020 reading reading group
reading program Coordinator provided bond
papers and
computer ink
for the
reproduction of
reading
materials
III. POST ASSESSMENT
Objectives Activity/ Time Frame Financial Persons Expected
Strategies Requirement Involved Output/
Remarks
I. Evaluate the -prepare assessment March y 2020 P2000.00 Reading Assessment
reading skills of tools teacher, class Tools
pupils -identify reading advisers, pupils
miscues of pupils
-conduct Phil-IRI post
test (silent and oral
reading)
III. Report pupils’ -conduct meeting with March 2020 P500.00 School Head, Minutes of the
performance to parents reading meeting
parents Teacher,
parents

VI. SUMMARY OF FINDINGS

VII. ISSUES AND CONCERNS
VIII. RECOMMENDATIONS
IX. ATTACHMENTS
X. DOCUMENTATIONS/ PICTORIALS

PREPARED BY:

EMA ROSE B. SUCLIYAO

TEACHER III