Republic of the Philippines

Department of Education
REGION III
SCHOOLS DIVISION OF PAMPANGA
LANANG HIGH SCHOOL

Accomplishment Report on Reading Intervention

SY 2020-2021

I. RATIONALE

In the times of pandemic, new ways are developed and strategized by our teachers to attain
a desirable assessment on the level of reading of our students. The Phil-IRI used as a
classroom-based assessment tool aims to measure and describe the learners' reading
performance in both English and Filipino languages in oral reading, silent reading and
listening comprehension.
In support of the implementation of the K to 12 Program, DepEd is “continuously
fulfilling its mandate to produce productive and responsible citizens equipped with essential
competencies and skills for lifelong learning.” Lanang High School embraced the tasked to
“help learners develop” their reading skills and to be part of the solution to make every
learner a “proficient readers”.

II. OBJECTIVES:
1. Improve students’ literacy level from frustration to instructional level through
remedial reading.
2. Gain more resources for providing reading materials
3. Number of non-readers will be lessened.
4. Encourage parents and guardians to guide our learners in their reading difficulties
and gaps.

III. ACTIVITIES

All the Grade 7 learners were pre-tested using the Phil-IRI Group Screening Test last
April 24, 2021 through sending the copy of the material used in the group chat of their
respective sections namely: Peter, Luke and John, which facilitated carefully by the subject
teacher and adviser. They are advised and guided through a video presentation on how they
will facilitate their reading materials at home along with their parents and guardian. After
the Phil-IRI GST, the learners were identified as Independent, Instructional or Frustrated
Readers. The student, who garnered a score of 13 or below in the English GST was given the
 English Graded Passages Pre-Test through answering several questions that are given to
parents who attended the retrieval and distribution of modules in which they are given
orientation on how the learners will answer those questions given to them. After the child’s
reading performance has been gathered and detected by checking thoroughly their answer
sheets, the Parents and learners are called to inform and orient them on the Remedial Reading
Program and another set of reading tools to assess the level of their children. Parents are
carefully and systematically guided for them to follow the correct process of conducting the
remedial program in reading.

Effective Remedial Reading Teachers were determined and were given additional
assignment and designation to Parents due to the given situation. Materials are carefully
chosen for our learners to use them easily and comprehend carefully.

The classroom adviser and subject-teacher implemented the Reading program for
approximately three months. Informal observations thru online modality or phone calls in
order to attain the needs of the program were completed by the Reading Coordinator. The
Remedial Reading Teacher collected post data based on the date and scheduled given.

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