Accomplishment Report

I. Title of the Project: Project READ

(Reading Enhancement during Adversities and Dilemma)

II. Rationale:
This school year has been marked as the second year of Covid- 19 Pandemic
which had still burdened the education system from its normalcy. Teachers and School
Heads had learned new things to better the delivery of learning to its stakeholders while
ensuring the teaching and learning continuity, looking for the health, safety, and well-
being of everybody in the system. The Department of Education has implemented
DepEd Order No.012, s.2020 entitled “Adoption of the Basic Education Learning
Continuity Operational Plan (BE-LCOP) for School Year 2021 in Light of the COVID- 19
Pandemic”.
Camba High School is one with the SDO Pampanga’s project on promoting literacy
which is entitled the 4 B’s (Bawat Bata Bumabasa sa Bagong Normal). A proposition
that will upskill and improve the reading capabilities of every student in the division.
Project READ (Reading Enhancement amidst Adversities and Dilemma) is a
reading intervention of the school that aims to develop the level of reading skills of
Camba High School Students using integrated reading materials from different subject
areas.
Project READ is a reading intervention program that aims to develop the level of
reading skills of the Camba High School Students using appropriate reading materials
suited for their age and reading skill level. It is a strategy wherein students are given
the reading material; teacher conducts class reading and then one- on- one tutorials
during remedial sessions. Then, parents will assist the learners in reading at home.
Improving the reading skills is essential to achieve success in life. Students who
read at high levels are more likely to stay in school. On the other hand, students who
struggle to read are more likely to struggle in other learning areas. Without significant
interventions, those students who begin school behind their peers rarely catch up later.
Despite the “Every Child A Reader Program” initiative of the Department of Education,
still, teachers are faced with several students who struggle to read with understanding
at their grade level. This is the reason why DepEd remains steadfast in strengthening
this initiative by mandating all schools, school divisions, and regions to develop
interventions to address these reading issues.

III. Objectives

The Primary Goal of the READ Reading Program is to develop the reading
comprehension skills of Grade 7-10 students upon its utilization. It specifically aims to:

1. Determine the percentage of CHS-JHS students’ reading level before and after the
utilization of the READ Reading Program.
2. Enhance the reading abilities of students with comprehension difficulties.
3. Instill camaraderie and empathy among the stakeholders and community.
 IV. Key Players
School Principal
Head Teacher- English Department
English Teachers
CHS- JHS Students and Parents

V. Plan of Action

a. Preliminary Activities

i. Crafting the work/ action plan of the project.

ii. Identifying the reading levels and reading difficulties of the CHS-JHS
students through the administration of the Group Screening Test of the
PHIL- IRI.
 ALL CHS- JHS STUDENTS

iii. Meeting with the teachers, students and parents for information
dissemination of the project.
1. Individual tasks/roles
2. Reporting and documentation process
3. Schedule of enrichment program
4. Preparation of needed materials
5. Strategies to be used by the department for the implementation of
the project:

b. Implementation of the project/program.

i. Reading remedial sessions were done once a month.

ii. Distributed and collected the reading materials during the distribution and
retrieval of SLM’s or via online platforms.
iii. Implemented the program thru the assistance of students’ parents or
guardians.
iv. Online submission of video recordings of reading sessions of students with
their parent or teacher.

c. Monitoring and Evaluation

i. Monitor the progress of the reading remediation sessions by listening to

mentees as they read the passage for the day.
ii. Solicit feedbacks from students through chats or from parents.
iii. Re- assessed students’ reading comprehension through administration of
post- test provided by the Phil- IRI Manual.
iv. Evaluate the project through focused group discussion with the
Department Head Teacher and English teachers.
v. Provide narrative reports.

FINDINGS/RESULT
Through the administration of reading intervention program with the assistance of the class
advisers and English teachers, the program shows a favorable result with regards to the reading
comprehension level of the students: from 49 frustrated readers down to 26 frustrated readers; from
327 instructional readers down to 190 students.
 Table 1: Post- Test

Post-TEST (PHIL IRI RESPONDENTS)

GRADE Independent Instructional Frustrated
LEVEL Total
Pre- test Post- test Pre- test Post- test Pre- test Post- test
Grade 7 505 584 172 110 49 26 720
Grade 8 513 546 109 73 0 0 619
Grade 9 714 721 15 7 0 0 728
Grade 10 775 710 31 0 0 0 710
Total 2507 2561 321 190 49 26 2777

The table and graph show that after the administration of Post Test, from 1.70 % of
frustrated readers went down to 0.93%. Instructional readers decreased from 11.34% to
6.84%; and independent readers increased from 86.95 % to 92.22 %. This shows that the
level of reading comprehension improved significantly.

Phil IRI ( Pre -Test) Phil IRI ( Post- Test)

900 800 721
775 710
800 714 700
700 584
600 546
600 513
505 500
500
400
400
300
300
200 172 200
109 110
49 100 73
100 15 0 31 0 26 7
0 0 0 0 0
0 0
Grade 7 Grade 8 Grade 9 Grade 10 Grade 7 Grade 8 Grade 9 Grade 10

Independent Instructional Frustrated Independent Instructional Frustrated

CONCLUSION

With the graphical data presented, it can be deduced that intervention program is
effective in developing the reading comprehension of the Grade 7 students with
Frustrated reading profile and Instructional readers despite the situation.

RECOMMENDATION

The result shows that the reading intervention program is effective in improving the
reading comprehension of the identified frustrated and instructional readers in CHS.

It is recommended that Project READ or another reading intervention program shall be

continued to be implemented as assistance for students learning and reading
enhancement.

Cooperation of teachers and parents is highly encouraged as well.

DOCUMENTATION

Preparation of Intervention Materials

Project READ Monitoring and Evaluation
Sample Students Portfolio