Republic of the Philippines

Department of Education
Cordillera Administrative Region
DIVISION OF TABUK CITY
Southern Tabuk District
BULANAO EAST ELEMENTARY
SCHOOL

READING IMPROVEMENT: COMPREHENSION

ENHANCEMENT Terminal Report

I. IDENTIFYING INFORMATION
Name of the Reading Teacher: EMA ROSE B. SUCLIYAO
Name of School Head: JOAN M. DALILIS
Name of School: BULANAO EAST ELEMENTARY SCHOOL
Implementation Period: November 2019 to March 2020

II. BACKGROUND AND RATIONALE

“Every Child a Reader” is one of the goals envisioned by the

Department

of Education along with its dream of a quality education under the K-12

Curriculum.

The most important skill that man should have is reading. It serves as the

tool for acquiring knowledge, pleasure, happiness and it even serves as

enhancement of skills. At early ages and until now, it was been proven that

reading played vital role in man’s life. The importance of reading in the modern

era has increased and to cope with the trends and demands, man is in need to

know and to learn more. But as it increases, problems also arise. Gnanaguro and
Ponnalagapan cited by Cain, Katada and Mascardo (2012) said that the burning

crisis that grips every child is the poor reading comprehension ability.

Reading is non-reading if one could not comprehend. According to Hirsch

(2006) the main purpose of reading is comprehension. Without comprehension,
there is no reading since it is constructing meaning. Along the way there is less
time spent in the learning to comprehend and developing the skills and
strategies in reading comprehension. As the pupils reach higher grade level they
are expected to be competent readers but sad to say due to the effort in
teaching how to read only, the comprehension tends to be sacrificed.

Reading is the basis of instruction in all aspects of language learning:

using

textbooks for language courses, writing, revising, developing vocabulary, acquiring

grammar, and the like.

*Result of the PHIL-IRI Pretest ,2019-2020

Grade level Total Pupils Frustration Instruction Independent

enrolment pretested al
Grade 4 67 63 44 19 5
Grade 5 69 59 59 0 0
Grade 6 62 54 30 24 0
Total 198 176 133 43 5

PHIL-IRI Pretest results for the school year 2019-2020 shows the low reading

levels of the pupils . 75.6% of the pretested pupils fall under the frustration level,

while 24.4% instructional and 2.84% under independent. Most of the clientele are

grade 5 pupils followed by Grade 4 and grade 6 respectively.

To help improve the reading performance and enhance the comprehension

of the above pupils of Bulanao East Elementary School pupils for the school year

2019-2020, this reading program is being proposed with 10 - grade 5 ,and 17

grade 4 and 16 grade 6 pupils.

 III. OBJECTIVES
a. Improve the reading skills and phonemic awareness of learners across all
subject areas.
b. Improve the level of performance of pupils across all subjects by improving
their reading skills.
c. help pupils acquire the skills and knowledge they need to read grade-level
text fluently and with good comprehension

IV. METHODOLOGIES

a. A One on-One reading

The reading teacher conducted one-on-one remedial reading for 30
minutes daily to those identified pupils who had reading difficulties based on
the Phil-IRI Pretest.
b. Buddy System
Peer-tutoring sessions during vacant time.
c. Drill on Phonetics
The reading teacher used charts to teach the child
phonemes.
d. Parents Assistance in Reading
The reading teacher distributed reading materials to the pupils
every Friday. The pupils brought the reading material to be read at home
with their parents.
e. Reading Marathon/Group Reading
A reading marathon were also conducted. The pupils read the
phrases, passages or stories assigned to them.
f. DEAR- Drop Everything And Read
Pupils are asked/ supervised to read after lunch time instead of
playing , they only read and stop what ever they are doing.

V. IMPLEMENTATION PLAN

I. PRE-ASSESSMENT
Objectives Activity/ Time Frame Financial Persons Expected
Strategies Requireme Involved Output/
nt Remarks
I. Identify -Conduct Phil-Iri September P1000.00 Grade IV-VI Phil-IRI result
reading GST and Pre- 2019 Teachers,
difficulties/ test(Oral Reading
level Reading Teacher,
pupils
II. Conduct -set schedule of October 2019 P500.00 School Minutes of
meetings meeting Head, the meeting
with parents -write letter to parents, Attendance
of the parents reading
children teacher
involved in
the program
II. IMPLEMENTATION
Objectives Activity/ Time Frame Financial Persons Expected
Strategies Requireme Involved Output/
nt Remarks
I. Develop -prepare Nov. 2019 to P2,000.00 Reading Reading
the reading different March . 2020 teacher, materials
skills of the reading pupils
pupils materials
-conduct
reading
remediation
activities
-conduct drill
on phonetics
II. Enhance -prepare Nov. 2019 to P2000.00 Reading Instructional
the Higher enhancement March . 2020 teacher, Materials
Order activities pupils
Thinking -use CAI
Skills (HOTs) Word wall
of pupils
III. Develop - Downloaded Nov. 2019 – P1000.00 Reading Pupils
reading and prepared march 2020 teacher, motivation to
fluency of reading parents, read orally
pupils materials pupils was
- Modeled developed
reading - Pupils’
- Reading aloud confidence
-Repeated increased
reading
-Buddy system
IV. Increase - Prepared Nov 2019- P2,000 School Pupils were
reading reading March 2019 Head, able to work
comprehens materials Parents/ at their own
ion of pupils - Independent reading without other
reading teacher people’s help
- guided letters
reading
- Question and
answer
Source –out Conducted October 2019 P 50.00 Parents ,SH Parents of the
funds for the meeting with -February , reading reading group
reading parents 2020 Coordinator provided
program bond papers
and computer
ink for the
reproduction
of reading
materials
III. POST ASSESSMENT
Objectives Activity/ Time Frame Financial Persons Expected
Strategies Requireme Involved Output/
nt Remarks
I. Evaluate -prepare March y 2020 P2000.00 Reading Assessment
the reading assessment teacher, Tools
skills of tools class
pupils -identify advisers,
reading pupils
miscues of
pupils
-conduct
Phil-IRI post
test (silent
and oral
reading)
III. Report -conduct March 2020 P500.00 School Minutes of
pupils’ meeting Head, the meeting
performance with reading
to parents parents Teacher,
parents
NOTE: THERE WERE 2 teachers who helped in the implementation of
the reading Program.

VI. SUMMARY OF FINDINGS

Reading is a multi-faceted process that develops only with practice.
Kids who read often and widely get a better performance. They
develop concentration, their brains exercised, they got to know
more about the world around them. Moreover it improves a child’s
vocabulary, leads to more highly developed language skills and
improves the child’s ability to write well and through that they will
now learned to read and develops love in doing it.
The reading program was based on the result of the School Reading
Performance mainly the Phil-IRI Pre-test. After conducting the pre-
test, the teacher per grade level identified the reading status of
their pupils and group them according to their level(frustration,
instructional and dependent). The reading teacher identified pupils
to handle and called for a meeting and discuss about the program
clearly to parent beneficiaries and agreed on some matters.
After application of some strategies such as letter identification,
letter sounds, word identification, syllabicated words, CVC, CVCC,
CCVC, CVCe words, puzzles, forming words through a picture,
sentences, simple paragraphs, short stories, vocabulary, reading
stories with comprehension, and story telling. These was done
through direct instructions, reading aloud, providing daily
opportunities for pupils to read reading materials and bringing
reading materials at home to read with the assistance of the parents
or siblings/home reading, Buddy Reading, choral reading, take turns
reading, buddy reading questions, journal writing and conducting
DEAR techniques(Drop Everything and Read)- Done every 1:00 p.m
to 1:30 p.m. The teacher prepared a Pupil’s Daily Reading List. The
result serves as a relevant data for remedial activities to find or
locate the development of reading status or progress of the pupils
especially thru the implementation of the reading level. It serves as
a challenge to each learner to strive and work hard to improve
his/her name move to a higher level. The reading progress was
 recorded in their reading log. Checklist of stories and reading
materials were used as an assessment in reading.
As a result some of the beneficiaries now know how to read to a
higher level compared to their level during the pretest. The result of
the Phil-IRI post test shows the improvement of the pupils though
there are still those who fall under frustration.

VII. ISSUES AND CONCERNS

After the conduct of the reading program, the reading teachers
found out factors that contribute to the reading performance of the
concerned pupils. These are the following:
Inattentiveness/Laziness of pupils
Tardiness
Economic status
Parents’ discipline to children
Negative Behavior of parents/ lack of cooperation
Parents’ support to the needs of their children
Distance of home from school
Family size
Work at home
Lack of books/reading materials at home
Socialization of the child
Peer influence
Mass media
Inadequate reading Materials , no extra classroom to conduct
reading intervention .
Interruption of classes due to school and other activities done .
Some teachers are not conducting remedial reading
*SBFP should be associated to Reading Program to boost the
interest of pupils to attend regularly

VIII. RECOMMENDATIONS
The following are recommended to improve the reading problems of
the pupils;
 1. The teachers should discover the reasons why the pupils lack
motivation in reading.
2. Parents should be more strict to their children to improve the
reading performance of their children and should assist them at
home.
3. Teachers should emphasize to the parents during PTA meetings
the importance of supporting their children in their
needs/activities in school.
4. Teachers should be more strict in conducting their class remedial
reading as well as monitoring should be done strictly.
5. Teacher should develop more appropriate techniques in teaching
reading to their pupils and must find time to conduct remedial
reading.
6. SBFP should be associated to Reading Program to boost the
interest of pupils to attend regularly
7. Continuity of the Reading program
8. Implement catch up reading lessons to the pupils who are still in
the frustration level on summer vacation for at least 1to 2 weeks
9. The continuity of program is a must to cater to the needs of the
pupils on the reading skills.

Prepared By:

EMA ROSE B. SUCLIYAO

Reading Coordinator

NOTED:

JOAN M. DALILIS

School Head

Republic of the Philippines

Department of Education
Cordillera Administrative Region
 DIVISION OF TABUK CITY
Western Tabuk District I
CALANAN ELEMENTARY SCHOOL
Purok 5 Calanan , Tabuk City

Sept. 15, 2022

Dear parents,
Please be informed that there will be a Meeting on Sept 20,2022
at 3:30 pm to be held at the covered court .

AGENDA:

1. Conduct of Reading Program

2. Presentation of the reading program beneficiaries.
3. Orientation of the reading program.
4. Schedule of the conduct of the reading program.
5. Involvement parents on the reading program.
Attendance is a must.
Thank you and God bless.

Respectfully
yours,

CHERRY ANN A.
DAMMAY
Reading
Coordinator
Noted:

JOAN M. DALILIS
Principal

1. Minutes of meeting
 Republic of the Philippines
Department of Education
Cordillera Administrative Region
Southern Tabuk District 1
BULANAO EAST ELEMENTARY SCHOOL

Minutes of the First Reading Recovery Intervention Program

Meeting
November 08, 2019
The First Reading Recovery Intervention Program Meeting for
S.Y 2019- 2020 was held on November 08, 2019 at the Bulanao East E/S
stage. There were 15 parents who attended the meeting. It started at 1:30 in
the afternoon and finish at exactly 2:30 pm.
The first part of the meeting was formally started with a prayer led by
the program coordinator followed by the welcome address given by Mrs.
Margie S. Manoli.
The agenda of the meeting are as follows:
1. Presentation of the reading program beneficiaries.
2. Discuss to parents about the reading program.
3. Agree on the conduct of the reading program.
The body agreed that the reading time is 12:00 pm - 1:00 pm, 3:30
pm -4:30 pm and during Saturdays at 9:00 pm - 12:00 pm.
4. Request parents to follow up the reading progress at home.
5. Quarterly meeting to report the progress of the program.

During the meeting, the matter about the pupils’ concern, particularly
their reading skills were brought to attention. It was agreed that the
parents will help their child and do follow up on their child’s reading
habit. It was communicated to the parents that they will strictly
coordinate with the reading teachers to make the program successful.
Mrs. Margie S. Manoli gave additional information about the program and
encourage parents to cooperate and participate in the said program.

2. List of beneficiaries
 3. PHIL-IRI Pretest/post test

4. List / copies of reading materials used

IX. PICTORIALS/DOCUMENTATIONS
 MEETING WITH PARENTS

Figure 1 MT welcomes the parents in the absence of the School Head

PICTORIALS DURING THE CONDUCT OF THE READING PROGRAM