Reading Intervention Program

1. Department of Education
Region X
Northern Mindanao
Division of Lanao del Norte
Maigo National High School
Maigo, Lanao del Norte
READING INTERVENTION PROJECT PROPOSAL FOR S.Y. 2022-2023
Title:
1. DEAR Program (Developing and Enhancing Active Reading)
2. E-READ (Education thru Reading Enhancement for Academic Development
Contact:
MAIGO NATIONAL HIGH SCHOOL
ADMINISTRATION, LANGUAGE (ENGLISH AND FILIPINO) TEACHERS
Proponent:
ENGLISH DEPARTMENT OF MAIGO NATIONAL HIGH SCHOOL
Proposal idea:
Reading comprehension is the key to understanding all subject areas. If students or learners have poor reading comprehension, they
will have a hard time answering their Self-Learning Modules. It is imperative, therefore, that Maigo National High School will implement
Reading Projects: A. DEAR Program (Developing and Enhancing Active Reading), B. E-READ (Education thru Reading Enhancement
for Academic Development where, despite the COVID-19 pandemic, students can still learn and enjoy gaining knowledge through
reading.
Objectives:
These Reading Intervention and Enhancement Programs have the following specific objectives:
1. Enhance the reading ability of the students;
2. Develop among students the importance of reading and its benefits;
3. Increase students’ participation and in handing their answers to the Self-Learning Modules’ Activities and Performance
Tasks.
4. Increase comprehension level among students;

2. 5. Ease of lesson delivery among subject teachers, and;
6. Increase student’s performance.
Project Location and Procedures:
Teaching reading comprehension to non-readers and frustration level readers today is different from the past. Teachers need to focus
on extensive comprehension instruction with all students, not just successful readers. This action plan will investigate reading
comprehension level of Grade 7 students. They have undergone reading assessment test through the use of the Phil- IRI to know their
level of reading performance. After finding out their reading levels, the teachers (both English and Filipino teachers will be conducting
reading intervention program after their limited face-to-face classes.
1. DEAR Program (Developing and Enhancing Active Reading)
For Project “DEAR”, language teachers will conduct a weekly reading intervention to slow readers. The teachers will pick out
struggling readers and give time for reading sessions by schedule and assist the readers while reading a short story after
their limited face-to-face classes. Teachers will monitor the progress of the students weekly and by the time the struggling
readers show improvement, they will be given reading texts suitable for their improved reading levels.
2. E-READ (Education thru Reading Enhancement for Academic Development
All the teachers will incorporate or integrate reading in all subjects through online media platforms weekly. For instance, Math
teachers will encourage students to read the word problems and students will analyse the word problems, Science teachers
can use the reading texts in Science to have a reading sessions with the students in their Group Chats to enhance reading
comprehension, and lessons can be presented using digitized reading materials, and so on.
Activities Undertaken:
1. Conduct of Phil-IRI to identify reading levels of Grade 7 Learners (August 2022 during Brigada Pagbasa/ Brigada Eskwela
2022)
2. Reading Remediation (Online and limited face-to-face) August to September 2022
3. Lesson Simplification for Struggling Readers

3. ACTION PLAN ON READING INTERVENTION FOR STRUGGLING READERS (RISR)
S.Y. 2022-2023
(A weekly remedial reading program intended to make the struggling readers be proficient readers)
Phases of the Goals/Objectives Activities/Strategies Persons Resources Time Success
Institutionalization Involved Needed Frame Indicator
Phase I:
Pre-Implementation 1. To provide 1. Selection and Principal, Head Phil-IRI August 2022 Level of Support
entrance Classification of Teacher in (Test to the Program
SELECTION examination which students who will English, Grade
Questionnaire) and
Community /Family
Profiling
Questionnaire
(Conceptualization of includes Oral Test undergo on the one- 7 Teachers,
the Remedial Reading and Reading week Remedial and Remedial
and Selection of the Comprehension Test Reading Class Reading
Remedial Reading Teacher
Class)
2. Information 1st
week of Level of
ORIENTATION 2. To give orientation dissemination and Remedial Letter to Parents September Acceptability
(Orientation and on the nature, Orientation of parents Reading Contact Number
Introduction of the scope, and rationale and students through Teacher,
one-week remedial of the remedial letters and personal Students, and
reading program) reading to students conversation. Parents
and parents for

4. familiarity and to
stimulate students
love for reading.
Phase II: Pre-Test
Implementation Proper 1. To assess the 1. Assessment of Remedial Questionnaire August 2022 Reports on
reading level of the students’ reading level by Reading Photocopies of Reading
CONDUCT students through giving Pre-Test (Phil-IRI) Teacher, and Story Diagnosis
(Actual giving Pre-Test Students Oral reading of
Implementation of the the story
Remedial Reading Answering of
Program) comprehension
questions
2. To increase the 2. Adoption of September
reading proficiency Reading Remedial a. Basic Sight 4, 2021 Maximum
of students by Intervention such Reading Words Flash on the Participation of
presenting engaging as: Teacher, and Wide screen the students
activities Students

DEAR b. SRA kit and

E-READ power builders

SRA
c. word game:
Scrabble

5. d. viewing of
reading activities/
3. To encourage a 3. Embracing
Exercises through
online
communication
November
sense of personal reading even at 4, 2022 Satisfactory in
responsibility for home with the Student and Reading short Analytic Scoring
one’s own progress. guidance of the Relatives fables and legends. Rubric
parents, sisters,
or brothers, etc.
Phase III:
Post-Implementation 1. To evaluate the 1.Evaluation of students’ Reading Furnish Post Test: November, Report on Mean
improvement of the reading level Teacher and Oral and Written 2022 and Proficiency
FINAL EVALUATION students’ reading Students Reading Test Level
(Diagnosis) proficiency
Results:
The students are expected to become more enthused into reading and learning. They will access various reading and learning
materials easily to aid them in learning through online platforms. They will also become independent readers with the help of the
Reading Interventions and Enhancement Programs.
Users:
Students and learners can gain access to the learning materials in online platforms and students can feel that the teachers are still
here to care for their needs in reading.

6. Impact:
As a result and impact of this project proposal, its outcome or impact will be beneficial among the students by increasing their
comprehension level through decoding meaning and by using short selections that could capture their attention. It is therefore,
projected that there will be positive result in students’ participation in other subject areas, since they are likely to be motivated to
participate in the class lectures and activities since most of the subjects uses English as the medium of instruction. Also, learners
will be able to be comfortable in learning new lessons using online platforms on their own pace.
Funding source: School’s MOOE
Partners and roles:
The Local Government Unit of Maigo, Lanao del Norte may be one of the sponsors of these Reading Programs. Goods and monitary
requirements are necessary for the realization and implementation of the Reading Intervention Programs.
Budget and duration estimate:
Materials Quantity Cost Labor Cost/ Fare from
School to Brgy
Duration
Books, reading
materials
reproduction
Estimated 50 copies Php 1000 Php 50 per teacher September 2022-
November 2023
Project duration: School Year 2022-2023
Prepared by:
Alleli Faith P. Leyritana
(Reading Teacher/ Phil IRI Administrator)