Scribd
Upload
222 views

Remediation Program DESIGN 2023 2024 - Hamogaway

This document outlines a reading program called Proficient Reading Enhancement Strategies for Struggling readers (PRESS) at Hamogaway Elementary School. The program aims to improve reading skills for students identified as struggling readers or below reading level. It describes administering pre-and post-tests, conducting remedial reading sessions, distributing reading materials, and monitoring progress.

Uploaded by

Floriza Mangisel
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
222 views

Remediation Program DESIGN 2023 2024 - Hamogaway

This document outlines a reading program called Proficient Reading Enhancement Strategies for Struggling readers (PRESS) at Hamogaway Elementary School. The program aims to improve reading skills for students identified as struggling readers or below reading level. It describes administering pre-and post-tests, conducting remedial reading sessions, distributing reading materials, and monitoring progress.

Uploaded by

Floriza Mangisel
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 4

Republic of the Philippines

Department of Education
CARAGA Region
Division of Bayugan City
Hamogaway Elementary School
School Id: 131599

Remediation/ Program Design SY. 2023- 2024


I. Title: Proficient Reading Enhancement Strategies for Struggling readers (PRESS)

II. Rationale:

Reading is a process involving recognition of words, leading to the development of


comprehension. Moreover, it is a basic tool leading towards learning across various content
areas. Obviously, this is a very nice adage but sadly, classrooms across the globe are
interspersed with pupils who experience the same type of frustration every day most due to
pandemic. The ability to read is vital to learning. One who is handicapped in reading is
deprived of a wonderful medium of learning since access to knowledge in the various
disciplines is made possible through reading. It is always the mandate of the school to
produce quality students who could not only read but could also perform well academically.
However, common problems such as non-readers or students under frustration level in
reading is still present.

Considering this perennial problem and in support to the Department of Education’s


intensified campaign on reading proficiency to bridge literacy gaps among learners, the
Division of Bayugan City initiated the Project Pabasa under Brigada Pabasa Program in
which will be implemented in all schools.

Hamogaway Elementary School throughout the years has already implemented various
reading programs such as Proficient Reading Enhancement Strategies for Struggling
readers (PRESS) was chosen to be the name of the project for it is a robust mixture of
planning and communication exerted with pressure to ensure that all educators and
stakeholders- including parents, teachers, administrators, LGUs and community are
working towards the same goals- agree the priorities set providing more creative learning
experiences and delivering educational benefits through interventions with different
strategies to enhance proficient reading were highlighted as areas that should be given more
attention specifically for struggling readers, which is Simplified Tasks in Addressing
Reading Problems.

This school’s reading program is designed to create communities of learners among


students in all grade level identified as non-readers or students under frustration level with a
focus on improving students reading performance, both in word recognition and
comprehension. Through this program, students’ reading strengths and emerging reading
difficulties were identified and addressed which will contribute to the student’s academic
performance as a whole.
III. Brief Description:

Based from the Phil-IRI pretest and post-test, we were able to gather data which shows that
there are still struggling readers. This posed a great challenge this school year wherein face-
to-face classes had been implemented but the effects of pandemic especially to the reading
skills of the learners. Thus, the proponent thought of improving reading skills of these
identified slow readers.

Activities:

The Filipino/English teachers served as the reading coordinators who conducted remedial
reading to those identified students who had reading difficulties based on the Phil-IRI
Pretest.
The reading coordinators distributed reading materials to the students every quarter/
session. The students brought the reading materials to be read at home with their parents.
By affixing the signatures of parents on the reading materials, the students and parents gave
back the reading materials to the reading coordinators for recording. Otherwise, during
remedial class hours struggling readers will be pulled out and be read by some
implementing teachers in the separate room focused to them.

We also encourage for more Reading volunteers with duly signed MOU to emphasize the
role of solid partnerships among stakeholders improving learners reading and literacy skills.
Reading coordinators and teaching advisers working hand in hand facilitating, crafting,
making own contextualized reading materials for reproduction that are suited to the
learners’ reading levels. And give scheduled time every Wednesday of the week for
implementation, assessment, visitation, monitoring, review and evaluation as necessary.

These will be reflected in on reading framework program.

ACTIVITY
TIME FRAME

August  Beginning of Classes

September- November  Mapping of learners


 Administer FLAT, GST, Phil- IRI and CRLA
Year Round  Implement Project Pabasa Program
 Conduct of Reading Intervention Activities

December March  Monitoring/ validation


 Submission of reports

April - June  Implement Program review


 Conduct of Post-Test in Phil-IRI and Project PABASA
IV. Objective:

This reading program aims to:

1. Inculcate in their young minds the love for reading as well as to increase awareness of the
pupils on the importance of reading.
2. Develop students’ word recognition skills through reading strategies such as sight words,
phonics and word patterns.
3. To enhance students reading comprehension through developing skills such as getting the main
idea, noting details and making inferences.
4. Strengthen the solid partnerships among the government, and stakeholders like reading
teachers, and community volunteers in improving reading and literacy skills towards learners.
5. Decrease and sustain the development number of frustration level of learners; reach the target
of zero non-readers.

IV. Beneficiaries:
Students under Non- readers Level, Frustration Level in Word Recognition and Comprehension.

Strategies/Activities
1. Meeting with the principal to present the program for approval.
2. Launching Program of Proficient Reading Enhancement Strategies for Struggling readers
(PRESS) to be participated by all teachers, students and stakeholders.
3. Showcase of Grade Level Reading Materials.
4. Orientation on the activities and timeline to the advisers and English/Filipino teachers.
5. Conducting pre PHIL-IRI to all grade level.
6. Identifying all the beneficiaries, students under frustration level in word recognition and
comprehension.
7. Conducting intervention sessions to student-beneficiaries.
8. Conducting post PHIL-IRI to student-beneficiaries.
9. Monitoring of results.

VII. Implementers
 Class Advisers
 School Head
 English/ Filipino Teachers
 Reading Volunteers
 Reading Coordinators of English/ Filipino
 Stakeholders

VIII. Budgetary Allocation


No. Quantity Unit PARTICULARS Prices
1 8 ream A4 Bond paper
2 8 reams Laminating Films
Total
IX. Source of Funds:
 School MOOE

VIII. Monitoring and Evaluation


 Accomplishment report after the conduct of all the activities.

Prepared by:

SHERYL T. ENGLES
Teacher-II/ School Reading Coordinator

Noted:

DAYLINDA G. VALLEJOS
Head Teacher III

You might also like