Republic of the Philippines

Department of Education
Cordillera Administrative Region
SCHOOLS DIVISION OF TABUK CITY
Southern Tabuk District 3
ADDANG ELEMENTARY SCHOOL

INSTRUCTIONAL MATERIALS THROUGH TEACHING

READING (I MATTER)

LEAH MAE B. DAWADAO

Proponent
 Republic of the Philippines
Department of Education
Cordillera Administrative Region
SCHOOLS DIVISION OF TABUK CITY
Southern Tabuk District 3
ADDANG ELEMENTARY SCHOOL

INSTRUCTIONAL MATERIALS THROUGH TEACHING READING (I MATTER)

by:

LEAH MAE B. DAWADAO

Endorsed by: Noted by:

MATT DOMINGO B. PACLAY ROBERT B. BINHAON

School Head PSDS-STD 3

Reviewed by:
Division Review and Evaluation Committee

MARIBEL M. BRAVO RAMONCHITO A. SORIANO

EPS-English Chief education Supervisor-CID

Recommending for acceptance:

JAN NOWEL E. PEÑA

OIC-Assistant School Division Superintendent

Accepted:

BENEDICTA B. GAMATERO PhD., CESO VI

Schools Division Superintendent
 Republic of the Philippines
Department of Education
Cordillera Administrative Region
SCHOOLS DIVISION OF TABUK CITY
Southern Tabuk District 3
Addang Elementary School

BRIGADA PAGBASA TERMINAL REPORT

S. Y 2023-2024

I. Executive Summary

Reading opens many doors of knowledge and information. Reading allow us to travel
the hidden secrets and world that our barefoot cannot reach. Aside from that reading
develop creativity, critical thinking and comprehension. it also help them imagine the things
that they are reading.

As we are now recovering from the pandemic that each of us faced reading must be
given focus now because this skills has been left behind in past days due to lack of face to
face classes, very few pupils were reading on their home due to some reasons that no one
will guide to teach them how to read effectively. its o sad that this skills has been neglected
for some time.

We administered the Philippine Informal Reading Inventory (Phil-IRI) Pre-Test to

Grades 3- 6 learners on September 22, 2023. Out of the total population tested of 23

learners from Grades 3-6, there twelve ( 10 ) were frustration readers, five (7) were

instructional readers and 1 independent reader. Their were 5 struggling readres were

identified.
 Following the implementation of the reading intervention program, the learners

were assessed on May 10, 2024 . The Phil-IRI post-test was administered to the 23 pupils

from Grades 3-6 learners. Based on the result there was a decrease of readers under

frustration level compared to the pre –test result; while the readers under instructional level

were 15 and 8 independent level. Moreover, the 5 reported struggling readrs in the 1st

quarter have been given appropriate intervention through individualized instruction; hence,

improvement has been reported.

II. METHODOLOGIES

For the effective implementation of the reading program, several strategies will be

utilized by each class adviser and volunteer tutors. Some of these are:

1. Reading at home tutorial

It will be done by their parents and guardians using all teacher made materials to

improve the learners’ ability to read.

2. Reading buddy

This strategy will be done by pair of pupils. The pupils that can read or the

independent reader will choose a struggling partner as his/her reading buddy.

3. Comprehension test

The teacher will be using teacher made materials such as small books and

downloaded reading materials and short stories to test and improve the comprehension of

the pupils. The teacher will be giving varied activity sheets or reading materials which the

pupils are required to answer to test their comprehension in the story they had read. The
teacher will be giving activities on noting details, sequencing events, finding the main idea

and other related activity to improve their comprehension skill.

4. The 12:00-1:00 Reading Habit

We call up a meeting to the parents of our struggling readers about this matter and

they were appreciated our plan for the betterment of their children. Each of us teachers and

our school head decided to handle/get struggling reader to tutor it.

III. IMPLEMENTATION

A. PRE IMPLEMENTATION

Objectives Activity/ Time Financial Persons Expected

Frame Require- Involved Output
Strategies
Ment

Conduct/admini Prepare September ₱3,000.00 School Identified the

ster the PHIL- the head and reading level
2023
IRI pre-test passage to advisers of the learner
be used per grade
level.

Enhance the
-Teaching Sept-May ₱ 3,000.00
reading ability Advisers
Letter and The struggling
of the pupils
Sounds readers can
recognition read phrases

-Teaching
oral
 reading of
words
-Teaching
phrases
thru charts
and
pictures

B. IMPLEMENTATION

Objectives Activity/ Time Financia Persons Expected Output/

Frame l Involved Remarks
Strategies
Require
Ments

Develop -downloaded Oct.2023 2,000.00 Reading

reading stories teachers,
March. - Good readers
comprehension parents,
-marungko 2024
aprroach and
pupils
-downloaded
reading
materials.

Improve the -use of easy Oct.2023 2,000.00 Reading -Good readers

reading ability reading teachers,
Feb. 2024
of the materials pupils,
struggling
-use of And
readers
teacher parents
made
reading
materials
 POST IMPLEMENTATION STAGE

Objectives Activity/ Time Financial Persons Remarks

Strategies Frame Requirements Involved

Assess the Conducted May 500.00 Reading At the 2nd week

reading Phil-IRI post 2024 teachers, of May, teachers

progress of test advisers, conducted the

pupils Volunteer Phil-IRI post test

and pupils to assess if the

reading levels of

the learners had

improved.

IV. SUMMARY OF RESULTS/FINDINGS

A. THE RESULT OF THE PRE-ASSESSMENT USING PHIL-IRI

NO GRADE ENROLMENT PUPILS FRUSTRATION INSTRUCTIONAL INDEPENDENT STRUGGLING

TESTED LEARNER
PRE POST PRE POST PRE POST PRE POST
1 3 5 5 3 1 0 1
2 4 5 5 2 2 0 1
3 5 6 6 3 2 0 1
4 6 7 7 2 2 1 2
TOTAL 23 23 10 7 1 5
 B. THE RESULT 0F THE POST-ASSESSMENT USING THE PHIL-IRI

NO GRADE ENROLMENT PUPILS FRUSTRATION INSTRUCTIONAL INDEPENDENT STRUGGLING

TESTED LEARNER
PRE POST PRE POST PRE POST PRE POST
1 3 5 5 3 1 1 1 0 2 1 1
2 4 5 5 2 1 2 2 0 2 1 0
3 5 6 6 3 1 2 3 0 2 1 0
4 6 7 7 2 1 2 3 0 2 2 1
TOTAL 23 23 10 4 7 9 1 8 5 2

C. ANALYZE THE RESULTS/ DETERMINE THE LEVEL OF LEARNERS AFTER THE

TREATMENT PHASE
The data shows the improvement of all struggling readers due to the support and
commitment of teachers and parents to help the struggling readers to improve their reading
levels. The implementation of this program was really helpful to lessen the number of
struggling readers. The interventions implemented by the teachers and parents made an
improvement in their knowledge and skills in reading.
The five (5) struggling learners had improved their reading levels because of the
effort of the teachers, school head and parents.

V. ATTACHMENTS

Prepared by: Noted:

LEAH MAE B. DAWADAO MATT DOMINGO B. PACLAY

Reading Coordinator School Head
 PICTORIALS

Meeting with the parents of the identified struggling

readers
12 0’clock Reading Habit
READING IS FUN