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Felizardo C. Lipana National High School

The document is a remedial reading report from Felizardo C. Lipana National High School in the Philippines for the 2019-2020 school year. In line with a division memorandum, English teachers conducted remedial reading for students struggling in English to improve skills like pronunciation, vocabulary, and grammar. Teachers used an informal reading inventory called PHIL-IRI to identify students having difficulty with sounds, words, and sentences. They then utilized strategies like peer tutoring, pairing with fast learners, and story sharing to help those students through remedial reading.

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291 views26 pages

Felizardo C. Lipana National High School

The document is a remedial reading report from Felizardo C. Lipana National High School in the Philippines for the 2019-2020 school year. In line with a division memorandum, English teachers conducted remedial reading for students struggling in English to improve skills like pronunciation, vocabulary, and grammar. Teachers used an informal reading inventory called PHIL-IRI to identify students having difficulty with sounds, words, and sentences. They then utilized strategies like peer tutoring, pairing with fast learners, and story sharing to help those students through remedial reading.

Uploaded by

Jojen
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Republic of the Philippines

Department of Education
Region III
Schools Division of Bulacan
District of Guiguinto
FELIZARDO C. LIPANA NATIONAL HIGH SCHOOL
Sta. Rita, Guiguinto, Bulacan

Remedial Reading Report


S.Y. 2019-2020

In line with the Division Memorandum No. 006, s.2020 entitled “Bawat Batang
Bulakenyo Bumabasa (4Bs), English teachers together with Dr. Antifas R. Reyes, Head Teacher
III in English, of Felizardo C. Lipana National High School decided to conduct a remedial
reading in English for those students who have difficulty in reading.

This remedial reading tends to correct and improve deficient skills in English. After
knowing that some students in grade 7 cannot able to recognize the phonic sounds, teachers
worked on their pronunciation, then on learners’ vocabulary and grammar.

The Phil-IRI, an initiative of the Bureau of Learning Delivery of DepEd, is an informal


reading inventory composed of graded passages designed to determine the individual student’s
performance in oral reading, silent reading and listening comprehension in both English and
Filipino.

The result of PHIL-IRI helped English teachers to identify whose students are having
difficulty in recognizing the sounds, the words, and the sentences.

In addition, English teachers utilized different types of strategies to conduct a remedial


reading. They asked the student to have peer tutoring, reading with fast learners, and sharing and
listening to the stories.
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