Report of Accomplishment/ Best Practices in Reading SY 2020-2021 Mabini District

Republic of the Philippines
Department of Education
REGION XI
SCHOOLS DIVISION OF DAVAO DE ORO
Report of Accomplishment/ Best Practices in Reading

SY 2020-2021
MABINI DISTRICT
DEL PILAR ELEMENTARY SCHOOL
I. Introduction/Rationale:
Reading ability impacts learner’s performance across all areas of the
curriculum, if one learns to read, comprehension follows and it is easy for the learners to
understand and keep track on the lessons which lead to academic success. However, not all
learners find learning to read such an easy process. Struggling readers can quickly fall behind
their peers and may develop low self-esteem and lack of self-confidence as a result, they
eventually loss interest in schooling.
To address the needs of struggling readers and help them cope with
their learning gaps, Del Pilar Elementary School is one with the DepED in implementing their
thrust, that is “Every Child is a Reader”. Which envisions that every Filipino children is a reader to
ensure their better future and promote a more literate and functional citizen.
Anchoring form this, DPES has conducted a Home-based Reading
Intervention Program amidst COVID-19 pandemic, determined enough to deliver the program
without compromising the safety and health of teachers, parents and especially the learners,
safety protocols where observed. Direct physical contact was discouraged.
The said reading program is especially design to address specific needs
of struggling readers at the comfort of their homes and parental assistance is very crucial on the
success of its outcome. Along the process of intervention, teachers had extended its support to
the parents, through mentoring and monitoring the learner’s performance via call, text, messenger
and other media tools.
Moreover, regardless of the intervention, progress takes time. That is
why a great deal of patience, words of encouragement and spending more time are the best
strategies to apply to struggling readers who are slow in processing to come up with positive
result. Indeed, consistency is the key and remember” slow and steady” wins the race.
II. Objectives:
 To reproduce and distribute appropriate reading materials for targeted struggling
readers.
 To orient parents on the reading level of their children and explain to them the
reading intervention program and its importance to their child’s academic
development through home visitation, text, call or on messenger.
 To encourage parents/ guardians to increase their involvement/engagement in
guiding/assisting/tutoring their children to read through constant feedback between
parents and teachers via text, call, messenger and the like.
 To monitor pupil’s reading progress through weekly submission of videos of pupil’s
reading performance.
 To sustain the conduct of reading intervention program by constant feedback and
response between teacher and parents via call, text, messenger and the like.
 To develop the pupil’s interest in reading.
 To increase the pupil’s reading level.
 To promote parent and child bonding time.
 To promote a sense of responsibility for one’s own progress.
 To help struggling readers gain confidence they need to be successful in school.

III. Highlights of Accomplishments:

 It is a home-based reading intervention program where parents closely guide and
assist their children in reading.
 The parents were tasked to take video on the learners’ reading performance
weekly and send it to the teacher through messenger.
 Parents and child spend more quality time during the conduct of the reading
intervention program.
 The pupils were able to read some basic sight words, blend CVC words, read
simple sentences and short paragraphs depending on individual’s reading
phase/level.
 Teachers extended their assistance and mentoring to parents on the
implementation of the reading intervention via call, text, messenger and other
media tools available.
 The pupils were able to produce correct sounds of corresponding letter names.
 The pupils show confidence while reading independently as depicted in the
videos.
IV. Source of Funds:

 MOOE
 Teacher’s personal Expenses
 Donations from private individuals
V. Challenges Encountered:
 Parents who are working spend less time in assisting/tutoring their child/children
to read.
 Sometimes pupils loss their focus/interest in reading due to distractions like TV
shows, computer games, and cellphone applications.
 Sometimes parents became impatient in assisting/tutoring their child/children to
read.
 Unstable internet signal and insufficient budget for internet load are causes of
communication gap between parents and teachers.
 Family issues greatly impact pupil’s focus and interest in reading.
VI. ANNEXES/ PICTORIALS
REPRODUCTION OF READING MATERIALS FROM GRADES 1-6

HOME-BASED READING INTERVENTION PROGRAM SCREENSHOTS OF
VIDEOS

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Republic of the Philippines

Report of Accomplishment/ Best Practices in Reading

DEL PILAR ELEMENTARY SCHOOL

III. Highlights of Accomplishments:

IV. Source of Funds:

REPRODUCTION OF READING MATERIALS FROM GRADES 1-6

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