Reading Program Project Proposal

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 GERONIMA CABRERA NATIONAL HIGH
SCHOOL REMEDIAL READING
PROGRAM

PROJECT PROPOSAL
I. Project Summary Information
A. Project Title: Enhancement Reading Program
Project Proponents:
B. Project Location: Geronima Cabrera NHS
C. Target Beneficiaries: Grade 7
D. Cooperating Proponent: Teachers, Proponent, School Principal, Parents
and Students
II. Rationale

Children with learning difficulties have the same psychological needs and characteristics as
other children. Some of them, however, may be less able to organize their perception or to
comprehend abstracts ideas and concepts. Some may have poor memory, poor level of
motivation, and short span of attention in work situations or associated behavioural
problems. Above all, owing to encounters of failure they tend to have low expectations of
themselves at school, also low aspiration. Non- reader or poor readers often have low
opinions of themselves and their abilities. Many times they feel isolated and behaviour
problems can surface. They can perform poorly in other subjects because they cannot read
and understand the materials. Often the reader tends to “give-up”.

So that, GCNHS teachers are providing extra instructional time to help children achieve
levels of literacy that will enable them to be successful through their school careers and
beyond.

So then, Remedial reading program is developed to give additional help to GCNHS students
who have fallen behind to learn to the best of their ability and to bring back into the
mainstream classes as far as possible.

On the other hand, this project are allow building Parent-Teacher relationships and
essential for establishing school-family partnership that constitutes the foundation for all
other forms of family involvement in education.

III. Project Objectives

1. Assist students at risk to improve their reading skills.
2. Enhance/develop the reading abilities of slow/non-readers.
3. Evaluate the improvement of the students’ reading proficiency.
4. Equip pupils with necessary reading materials
5. Encourage a sense of personal responsibility for one’s own progress

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IV. Significance of the Project
Reading is fundamental. In fact, it is one of the most important ingredients to
becoming all that you can be. Teaching young children to read helps them
develop their language skills. Most importantly, it can not only help readers
become a better student, but a better person. It also helps them learn to listen.

So as to theGCNHS Family, especially the teachers intend to provide its fullest

service among struggling pupils in order to enhance reading aptitude while at
the same time promotes healthy independent reading habits among students of
GCNHS
This is the major results that this project should realize to increase reading
appreciation and complement the formal classroom curriculum with interactive
learning sessions and improve the over-all language competencies of learners
particularly in building vocabulary skills, while refining their knowledge of
various concepts in the field of study and values education.

V. Project Benefits/Beneficiaries

As mentioned above, struggling students of GCNHS are the target beneficiaries

of this project.

Struggling students will be guided by their adviser in each grade level by

meeting these students every day depending on their remedial class session and
the type of training needed. Parents could be benefited too and proud of that
their children strive to extend their services to a greater number of individual.
All class advisers also serve as mediator in implementing the project as remedial
teacher.

The implementation and monitoring shall be conducted by the person in-charge

together with the class adviser.

VI. Project Description

This project requires each classroom a remedial session every day that
conducted by the remedial teacher /class adviser. The class advisers in all
Grade 7 learners will determine the students who needed remediation based
on their assessment tool (ex. PHIL. IRI ) and cooperate by scheduled times that
student must attend remedial classes. Each of the class advisers of Grade 7 of
GCNHS would strictly monitor struggling pupils about their reading
improvement using Remedial Assessment Checklist.

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 This product of this project targeting such as; spelling, grammars, writing,
phonics, and word identification skill and comprehension skill that provides
beneficiaries to strengthen their reading appreciation.

VII. Strategies/Work Plan

To realize the project effectively, the following strategies and activities will be
conducted in the implementation of the project.

TIMETABLE OF ACTIVITIES

ACTIVITIES OUTPUT DATE OF PERSON BUDGET BUDGET

IMPLEMENTATIO RESPONSIBLE SOURCE
N
1. Selection and Entrance Exam OCTOBER 2020- Principal, Class P300 MOOE
classification of (Test JULY 2021 advise,
students who Questionnaires) Remedial
will undergo on reading
one week Teacher
Remedial
Reading Class
2. Information Letter to Parents OCTOBER 2020- Remedial P100 MOOE
disseminatio Contact Number JULY 2021 Reading
n and Teacher,
orientation Students,
of parents Parents
and students
through
letters and
personal
conversation
3. Assessment Pre-Test OCTOBER 2020- Remedial P300 MOOE
of students’ Questionnaire JULY 2021 Reading
reading level Photocopy of Teacher,
by giving Pre-Story, Students
Test Answering of
comprehension
Questions
4. Embracing Reading short OCTOBER 2020- Students and P300 MOOE
reading even fables and JULY 2021 Relatives
at home with legends.
the guidance
of the
parents,
sisters, or
brothers, etc.

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 5. Evaluation of Furnish Post OCTOBER 2020- Reading
students’ Test: Oral and JULY 2021 Teachers and
reading level written Reading Students
Test
TOTAL P1000

VIII. Monitoring Evaluation

A substantial and tangible outcome of the project is expected. The relevance
and significance shall be monitored through finished construction of the center

Prepared by:

Alan B. Bagolor Jean Philne J.

Baylon Reading Coordinator Member

Louie James C. Gonzales April Love Q.

Bongcawil Member Member

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.

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