Republic of the Philippines

Department of Education
MIMAROPA Region
SCHOOLS DIVISION OF PALAWAN
BATARAZA DISTRICT II
SUMBILING ELEMENTARY SCHOOL

ACCOMPLISHMENT REPORT
SCHOOL’S READING PROGRAMS
I. Introduction

Reading is a process of deciphering textual symbols and putting meaning into

it. It is a critical aspect in deciding the effectiveness of one’s learning experience
as everything that comes around in the goal of obtaining knowledge entails
reading. Reading a lot will make one brighter and wiser in all facets of life which
might help him extend his horizons and finally relate to all kinds of situations in
life and in his environment. It is via reading that a person can make his life easier
and more prosperous.
According to Johnson (2017) the simplest definition of reading is the ability to
decipher written language and comprehend printed content. Similar to learning to
walk and talk, learning to read takes time and involves repeated exposure to
printed material as well as reading-related activities. By introducing and
reinforcing these printed materials and reading-related activities, parents can aid
their children in learning to read.

II. Objectives

Generally, this report aims to present to the concerned personnel in the

Department of Education the accomplishment this school has made in relation to
the reading activities and performance of the learners.
Specifically, this report would like to:
1. determine the activities conducted by the school in the reading program
implementation;
2. determine the rate and performance of learners in reading through
Philippine Informal Reading Inventory or Phil-IRI;
3. determine the strategies used by teachers in conducting reading activities
to improve learners’ reading comprehension level;
4. lay out teachers’ plans in strengthening school reading programs for the
following school year.

III. Activities Conducted

A. Reading Enhancement Program

Consistently throughout the academic year, the school has conducted

reading enhancement programs. Teachers visited students' homes and
monitored their development in all learning areas, including their reading
ability and performances. However, since the pandemic and fear of the virus
have largely faded in the community, the school has already launched a very
restricted in-person tutorial with a focus on the most challenging learners,
particularly those in grades 1, 2, and 3. On the other hand, kindergarten
teachers focused on enhancing the phonemic awareness and phonological
recognition of five-year-old kindergarten pupils. Higher grade levels, such as
 fourth, fifth, and sixth grade, emphasized the growth of students' reading
comprehension.

B. Phil-IRI Result in English

Out of 207 learners from grade 4 to 6, sixty-eight (68) of them were

already independent readers. This suggests that these 68 learners are able to
understand the meaning of what they read. They are also able to adapt the
ideas they have read into another situation and are able to relate the meaning
of it to their prior experiences and the challenges in his environment to
develop another set of insights and thoughts.
Moreover, 98 learners were still in the instructional level. This
indicates that these 98 learners still require the assistance of a teacher to
understand the meaning of what they read. This means that teachers must
extend more effort in designing strategies that may be used to help these
learners grow more their reading comprehension skills.
Furthermore, as children vary in intelligence level due to a number of
reasons, there are 41 out 207 who were identified to be in the frustration level
which suggests that these learners find a hard time decoding the printed words
and comprehend the meaning of what they read or listened to. This is a great
challenge for the teachers to make a super extra effort to turn these learners
into superb readers in the months or years ahead.

C. Reading Strategies Used by Teachers

The One-on-One Face-to-Face Reading Tutorial was used by the

majority of teachers to increase the learners' reading comprehension in both
Filipino and English. Parents and their children were asked to employ the
reading exercises prepared by teachers at home. Teachers also used a
monitoring sheet to track the development of pupils in reading.

D. Plans in Strengthening School Reading Programs

The school's teachers agreed to implement a reading routine across

grade levels to boost the school's reading interventions and programs. A
reading routine is designed to be included in the learners' learning time
schedules throughout all learning areas. Reading must be included and
performed regardless of the subject. A reading routine entails more than just
reading; a method for developing the learners' comprehension skills must also
be considered. This allows us to develop readers with strong comprehension
skills.

IV. Conclusion

According to the submitted data, it is evident that Sumbiling

Elementary School teachers have offered the following reading-related support
and services to learners and other school stakeholders:

1. Improved reading performance of students as a result of home visits and

reading improvement programs;
2. Conducted Phil-IRI and determined the reading development of the students;
3. Utilized reading strategies, such as one-on-one reading tutorials, to assist
students in enhancing their reading skills and capacities; and
4. Developed a plan to boost the school's reading program by instituting a
reading routine across all subject areas and grade levels.
 V. Recommendations

With the above information, the following are suggested:

1. Strengthened the relationship between school and home by frequent

communication with parents and students. The students' academic
achievement is enhanced by the frequent connection between teachers and
parents.
2. The Phil-IRI's guidelines and standards must be properly adhered to in order
to monitor early on those students who struggle with reading and
comprehension. Thus, early, appropriate action could be implemented.
3. Teachers' reading instructional strategies must be continuously improved to
obtain greater results. Action research in reading would be the most effective
method for addressing reading-related challenges and problems.
4. The school must establish a reading program with a sustainable character and
design in order to more effectively handle the persistent reading challenges.

Reference:

Johnson, Bruce. (2017). What is Reading? https://clifonline.org/what-is-reading/

Prepared by:

BEVERLY C. CLAVERIA
School English Coordinator
Attested:

PERONG B. BAGA
Head Teacher III
Photo Documentation