Frustration readers rate shoot up,

reading interventions reach

community level
By: Frence Ann G. Salajog

All language teachers from Vitali National High (VNHS) are collaboratively working
with able volunteer-tutors in conducting reading session in a community-based tutorial approach.

Rate of frustration readers after modular learning modality as mode of delivery of

learning during pandemic has increased tremendously. It has been further noticed that students
have low comprehension skills and therefore some of learning competencies are less mastered.

With this, the school is currently implementing an intervention program that will increase
student’s performance in reading. Volunteers may have the reading session in their own
convenient time and space labeled as learning center in the community. Volunteers with the
guidance of teachers may also visit said identified learning centers in the community to conduct
reading and discuss related tasks.

The Brigada Pagbasa , as part of the Brigada Eskwela, is an after- school reading
program that envisions to bringing together education partnerships and experts to help all
learners read and become functionally literate.

It will also create opportunities for all stakeholders to contribute possible solutions to the
currents gaps in the country’s educational system, especially in equipping the learners with 21 st
century skills.

Both elementary and high school learners are still deficient in literary skills both in
language and other content areas, more so in reading. In order to address the aforementioned
gaps, there is a need to strengthen the reading proficiency of every learner and to nurture a
culture of reading in school and in communities.
It further aims to achieve the following objectives: identify learners who belong to the
frustration level; Communicate the enhancement program to parents and volunteers as a shared
responsibility; identify volunteers per learning center; establish partnership and generate support
for the realization and materialization learning center; bridge the gap in reading through efficient
implementation of the proposed program; monitor the implementation of the proposed program;
recognize students’ success and parents/volunteer engagement