Talain Reading Action Plan

Republic of the Philippines
Department of Education
Region IV-A
Schools Division of Quezon Province
Catanauan II District
TUHIAN ELEMENTARY SCHOOL
READING ACTION PLAN

SY 2022-2023
I. Introduction
Learning to read is a prerequisite for the success in the literate society.

Moreover, Ching (2015) states that reading is a complex method of drawing
information from some form of text and then interpreting it. The importance of
reading in an academic context cannot be underestimated in its influence on
learning. In the same line, Bernardo (2009) defines reading as a complex system of
deriving meaning from print that requires all of the skills and knowledge to
understand how phonemes or speech sounds are connected to print, sufficient
background information and vocabulary to foster reading and comprehension, the
development of appropriate active strategies to construct meaning from print, and
the development and maintenance of a motivation to read. In connection, reading
requires all of the skills and knowledge to understand how phonemes or speech
sounds are connected to print. Some important skills in order to be a better reader
include: (a) comprehension, which occurs when readers think about what is being
read, and use the author’s words and their own knowledge to construct an
understanding of the text (Gelzheiser, et al. 2019, p. 219-220); and (b) fluency, which
involves accuracy, automaticity, and prosody that helps the readers see larger
segments,phrases, and groups of words as a whole (Young & Rasinski, 2009); and
word recognition which pertains to the ability of the reader to recognize written words
properly and effortlessly (McPherson, 2015). However, due to the threat of
Coranavirus Disease 2019 (COVID-19) pandemic wherein education sector is one of
the most affected fields, majority of learners experience difficulties in mastering
these skills.
Accounting to this problem, the study conducted by Delfin (2017) found out
that there are different ways that can be effective remedies for reading difficulties.
Teachers and learners in English can create most of these ways in the learning
process. Definitely, the struggling readers in school who are not receiving
remediation are making little to no progress. For this reason, it is essential for them
to intensely take the intervention needed. Potentially, integrating reading strategies
into daily routines could lead the improvement of the learners not only in reading but
DepEd TUHIAN ELEMENTARY SCHOOL (108671)

Address: Brgy. Tuhian, Catanauan, Quezon
Cellphone #: 09684942174 or
Email Address:108671@deped.gov.ph
“Touching Heart, Nurturing Children”
Region IV-A
across the curriculum. Also, their motivation is an additional factor that needs to be
taken for consideration when planning for a reading instruction to support word
recognition and comprehension.
In conjunction, with this apparent benefits that learners may get in the use of
intervention program in remediating their reading difficulties in order to improve the
reading performance, as a reading advocate, I deemed the utilization of Project
Educational-Video Assisted Reciprocal and Strategic Reading EARES, which is a
reading intervention program anchored at Collaborative Strategic Reading (CSR),
which is an instructional model based on cooperative learning and reciprocal reading
that has been designed to increase student text engagement and to improve reading
comprehension. Consequently, Project EARES is characterized by a combination of
three effective techniques in reading instructions namely video-assisted reading,
reciprocal teaching, and strategic reading. This program is a potent tool to address
difficulties in word recognition and comprehension; for, it can be fully implemented in
the context of the “Now Normal”, which is characterized by limited face-to-face
classes.
II. General Objectives

At the end of the implementation of Project EARES, learners with
difficulties in reading fluency and comprehension are expected:
 Address the difficulties in word recognition and comprehension;
 Improve the reading performance of the learners;
 Provide a flexible instructional model in which learners, with guidance from
teacher and peer support, can become skilled at applying word recognition
and comprehension strategies;
 Furnish the learners with a reading tool that strategically teaches reading
through the utilization of video while working in a small cooperative groups;
 Bridge the gaps of learners to attain grade level reading;
 Develop localized effective reading materials aligned with the context of
Project EARES to address the reading difficulties of learners.
III. Procedures
The following are the actions to be followed for the implementation process
of Project EARES.

Region IV-A
Target Activity Date and Persons Resources Success

Objectives Venue Involved (Material Indicators
and
Financial)
READING PRE-ASSESSMENT PHASE
Standardized Successful
Conduct August
Pre- Program (Phil-IRI) conduct of the
classroom- 29,
Assessment Facilitator/L Reading pre-
based pre- 2022/Clas
assessment in in Reading earners Materials/ assessment in
sroom
reading MOOE Fund reading
Program
Orientation
(Those learners
Septembe Successful
Program Flyers/
Conduct who were r 2, conduct of the
Facilitator/ Program/
Program identified with 2022/Clas program
Orientation reading Learners MOOE Fund
sroom orientation
difficulties as per
the results of
pre-assessment)
Laptop/Bond The localized

Craft Septembe
Develop Paper/ reading
Localized r 9-19, Program
localized Colored materials were
reading Reading 2022/Clas Facilitator
Paper/ successfully
materials Materials sroom
MOOE Fund crafted.
PROGRAM IMPLEMENTATION PHASE
Improve Implementati Septembe Program Localized Learners’ oral

learners’ oral on of Project r 22- Facilitator/L and fluency skills
fluency skills EARES October earners Instructional have
through 28, 2022 Video- improved.
providing tutorial 2022/ Assisted
sessions using Classroom Instructional
localized and Materials/
educational MOOE Fund
video-assisted
instructional
resources as

Region IV-A
well as through
utilizing the
components of
Project EARES
Enhance
learners’ word
recognition skills
through
Localized
providing tutorial
and
sessions using November
Instructional Learners word
localized and Implementati 3- Program
Video- recognition
educational on of Project December Facilitator/L
Assisted skills have
video-assisted EARES 15, 2022 / earners
Instructional enhanced.
instructional Classroom
Materials/
resources as
School Fund
well as through
utilizing the
components of
Project EARES
Develop
learners’ word
vocabulary skills
through
Localized
providing tutorial
and
sessions using January 5-
Instructional Learners’
localized and Implementati February Program
Video- vocabulary
educational on of Project 24, Facilitator/L
Assisted skills have
video-assisted EARES 2023/Clas earners
Instructional developed.
instructional sroom
Materials/
resources as
MOOE Fund
well as through
utilizing the
components of
Project EARES
Cultivate Implementati March 2- Program Localized Learners’

learners’ on of Project May 25, Facilitator/L and comprehensio
comprehension 2023/Clas Instructional n skills have

Region IV-A
skills through
providing tutorial
sessions using
localized and
Video-
educational
Assisted
video-assisted
EARES sroom earners Instructional cultivated.
instructional
Materials/
resources as
School Fund
well as through
utilizing the
components of
Project EARES
POST-ASSESSMENT PHASE
Successful
Conduct post- Standardized conduct of the
Post- May 29, Program
assessment in Reading post-
Assessment 2023/Clas Facilitator/L
reading and Materials/ assessment in
in Reading sroom earners
writing MOOE Fund reading and
writing.
Projector, Successful
Conduct June 3, Program
Recognition Certificates, conduct of
recognition 2023/Cov Facilitator/L
Ceremonies Medals/MOO recognition
ceremonies ered Court earners
E Fund ceremonies.
IV. Program Evaluation
The evaluation will assess the validity and quality of the Project EARES as a
reading intervention program by highlighting the gradual improvement of the learners who
with reading difficulties. A reading test will be conducted at the end of the session
commonly referred to as a “ticket out the door”. The learners will be given a reading text
they will hand in as they leave. This is a chance to evaluate their experiences. The
answers to the ticket out the door questions will help to assure that their readiness levels
are being met session by session. Accordingly, they will be encouraged to give detailed
answers to the questions. In conjunction, in the post-reading assessment, the scores of
the learners will be evaluated and statistically treated in order to determine the
effectiveness of Project EARES.

Region IV-A
Prepared by:
ALLAN A. TALAIN
Teacher I
Approved:
MARIA CECILIA P. CAPALE

Teacher-In-Charge

Region IV-A


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Republic of the Philippines

READING ACTION PLAN

Learning to read is a prerequisite for the success in the literate society.

DepEd TUHIAN ELEMENTARY SCHOOL (108671)

II. General Objectives

DepEd TUHIAN ELEMENTARY SCHOOL (108671)

Target Activity Date and Persons Resources Success

READING PRE-ASSESSMENT PHASE

Laptop/Bond The localized

PROGRAM IMPLEMENTATION PHASE

Improve Implementati Septembe Program Localized Learners’ oral

DepEd TUHIAN ELEMENTARY SCHOOL (108671)

Cultivate Implementati March 2- Program Localized Learners’

DepEd TUHIAN ELEMENTARY SCHOOL (108671)

IV. Program Evaluation

DepEd TUHIAN ELEMENTARY SCHOOL (108671)

MARIA CECILIA P. CAPALE

DepEd TUHIAN ELEMENTARY SCHOOL (108671)

DepEd TUHIAN ELEMENTARY SCHOOL (108671)

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