District of Jasaan

FIRST PROGRAM
IMPLEMENTATION REVIEW IN
(JUNIOR HIGH SCHOOL)
READING
District Reading Coordinator:
JO ANN KATHERINE Z.
VALLEDOR
 District
Accomplishments/Pra
ctices in Reading
 District
Accomplishments/
Practices in the
Reading • Conducted early PHIL-IRI reading
assessment for incoming Grade 7 learners
during the early registration last January
2020 for Jasaan National High School
• Conducted PHIL-IRI (online, via phone
call, home visitations and parent-assisted)
• Implementation of school reading
programs in all junior high schools and
integrated schools in the district
• Collaboration of different stakeholders in
the implementation of the school reading
program

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CHALLENGES &
ACTIONS TAKEN
 Lack of appropriate supplementary
reading materials for Junior High
School

digital divide
C
CHALLENGES
Scarcity of reading
remediation materials

distance learning parents and guardians lack of interest,

motivation, and time in helping learners
to improve in reading
 ACTION
TAKEN
• Utilization of various platforms to
communicate to students and address
their needs.
• Constant Follow-up of students via
online, phone calls, texts, and home
visitation
• Collaboration with stakeholders for
book drives and assistance in the
conduct of reading remediation and
activities
• Sending of video and/or audio recorded
instructions and exercises
 Status/ Updates of
Learning Modalities in
NOT APPLICABLE TO ALL
A.
ONLINE DISTANCE
LEARNING
1:1 ratio of reading materials / reading
remediation materials B.
MODULAR DISTANCE
LEARNING

NOT EVERYONE HAS AUDIO

C.
RADIO BASED
INTRUCTIONS
ONLY THOSE WHO CAN HAVE D.
CABLE TV CAN WATCH IT TV-BASED
INSTRUCTIONS
Facebo

END OF SY 2019-2020 FOR ENGLISH FIRST SEMESTER SY 2020-2021 FOR

ENGLISH STUDENTS’
No. of
Non
No. Of
Frustration
No.
Instructional
No. of
Independent
No. of Non No. Of
Readers Frustration
No.
Instructional
No. of
Independent
READING LEVELS
Readers Readers Readers Readers Readers Readers Readers IN ENGLISH
7 263 560 401 1 250 536 365

O
O

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Facebo

END OF SY 2019-2020 FOR FIRST SEMESTER SY 2020-2021

FILIPINO FOR FILIPINO STUDENTS’
No. of No. Of No. No. of No. of No. Of No. No. of READING LEVELS
Non
Readers
Frustration
Readers
Instructional
Readers
Independent
Readers
Non
Readers
Frustration
Readers
Instructional
Readers
Independent
Readers IN FILIPINO
6 268 539 421 2 198 418 533

O
O

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• Absenteeism
• Poor parental
supervision and
encouragement REASONS FOR NON-READERS AND
FRUSTRATION READERS
• Lack of interest

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• Low self esteem
• Lack of reading
materials at home
A B C
• Unfavorable
educational
background of parents
associated with
literacy problem that
they find it hard to
guide and support their
 • Literacy Development through Remote
Multimedia Storytelling
• Reading Time Management
• Reaching PARDOS and SARDOS through
BARKADA KA and ROW

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C
• Difficulties In Reading Remediation At
Pandemic Time
• Maximizing Stakeholders' Involvement in
Improving Student Reading Levels
• The Impact of Communicative Language
Teaching Strategies in Increasing Reading
Levels
PROPOSED TITLES OF
ACTION RESEARCH
Assistance Needed from
Division
Assistance Needed from
Division
• Webinars on ways to remediate reading
problems in high school during the new
learning lansdcape
• Coming up and provision of access to
depository of supplementary reading and
remediation materials
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• Revision of reading assessment tools in Phil

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IRI for Filipino and English under the new

normal focusing on the diverse learners
needs and webinars align to the genre (of
English and Filipino) of learning reading
 That ends our
Program
Implementation
Review for Reading
in Junior High

#STAY School.

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