Republic of the Philippines

Department of Education
Region I
SCHOOLS DIVISION OF ILOCOS NORTE
ADAMS-PAGUDPUD DISTRICT
PANCIAN ELEMENTARY SCHOOL

READING PROGRAM PROPOSAL

PROGRAM PROPONENT: TIM ARVIN AGBAYANI, Teacher I

PROGRAM TITLE: Reading Wonders: A Reading Program for

Intermediate Pupils

PROGRAM TIME FRAME: October 2022 – July 2023

I. PROGRAM CONTACT

Name Position Role in Phone Email Address

the Number
Project
Tim Arvin C. Teacher I Proponent 09707726258 timarvin.agbayani@deped
Agbayani .gov.ph

II. PROGRAM SUMMARY

This Reading Program titled "Reading Wonders" seeks to enhance

the expected reading competencies of learners in the elementary grades.

The crafting of the said program is based from the findings of the

relationship between the reading comprehension skills and the factors

affecting reading of the intermediate grades levels of Northwestern

University Basic Education Department Grade School where in

socioeconomic status are also put into consideration in attaining the

optimum results in achieving literacy among learners. The reading

program shall be implemented through the cooperation of reading

teachers in the intermediate level, volunteers in the community,

parents/guardians and reading peers of Pancian Elementary School and

the community.

III. PROGRAM BACKGROUND

Reading, writing, speaking, listening, and with the breakthrough of

technology, it has come to the fifth macro skill both in English and

Filipino subject, which is viewing, are the macro skills that learners

should develop. These are the essentials of life's literacy skills. Notably,

reading is the gateway to information. It is a skill all learners must

possess to attain the competencies required by the curriculum of

education. In addition, reading is a must to live up to the standard of the

educational process, learn a good deal of roughly anything of value or

traditional significance, or even prosper as a learner in general. In other

words, one must exhibit a fair amount of this skill to be an effective and

efficient learner in various disciplines. Reading is a skill that stimulates

one to discover one's existence, the cornerstone of one's personal growth

and success throughout one's life.

On the Schools Division of Ilocos Norte report for the School Year

2018-2019, 305 out of the 3,630 enrolled in Grade 4 male pupils who took

the Phil-IRI pretest were non-readers, while 88 remained non-readers

during the posttest. On the other hand, 205 female pupils enrolled in
Grade 4 were non-readers out of 3,470, of which 51 remained non-readers

on the posttest.

After administering the pretest of Functional Literacy Assessment

Tool (FLAT) it has been found out that alarming numbers of pupils fall

below the story level, too important not to mention are the number of

pupils have negative attitude towards reading. The main goal of the

reading program is to make reading an enjoyable activity by giving pupils

reading materials that best fits their interest regardless of their grade level

and expected reading competency and skills. The reading program is not

simply a matter of providing reading materials but also providing them

guidance by the aforementioned persons involved.

The Department of Education's partners in the delivery of

educational services, including alumni, NGOs, private citizens, and

funders, are expected to assist in providing the reading materials required.

Anchored on these reflections, reading difficulties must be

addressed. In the proponent’s two years of teaching at Pancian Elementary

School, he has observed and attested that surprisingly even at the

intermediate level, there are learners who have negative attitude towards

reading, weeping on their chairs when the teacher called them to read.

Also, the pandemic has taken its toll, leaving learners with low reading

comprehension level, thus, the necessity of the reading program that must

be reinforced and developed.

IV. PROGRAM OBJECTIVES

The Reading Program aims to:

 1. increase the reading level of pupils from struggling reading to

independent reading;

2. give learning experiences that would increase their reading

comprehension;

3. enable learners to do the independent reading;

4. amplify their academic performance; and

5. remove the stigma of illiterate learners.

V. PROGRAM METHODOLOGY

At the start of the school year, reading teachers are expected to

administer the FLAT as an assessment tool for measuring the performance

of the learners on the reading sessions that are expected to enhance their

reading comprehension skills, namely, identifying the main idea, drawing

conclusions, making inferences understanding cause and effect,

comparing and contrasting, predicting outcomes and identifying literary

elements. At the end of the time frame of the said sessions, a posttest of

the FLAT will be administered to determine the effectiveness of the said

program.

The Reading Program is designed to be conducted outside regular

classes. It can serve as supplemental reading instruction to pupils by

providing guides and effective practices to improve their reading

comprehension skills.

It will be carried out daily with at least 20 minutes of the reading

session with the help of the reading teachers who will implement this

reading program. It is recommended that the session be done before going

to bed. Research reveals that students who read at least 20 minutes daily

have a clear literacy advantage over kids who read less or don't read. A

daily reading activity must be entered in their reading notebook at the end

of their reading time, checking their comprehension of the process. Also,

as much as possible, the involvement of parents or guardians is

encouraged in instances of inquiry or guidance is needed. Aside from the

provided reading materials in this program, appropriate leveled reading

materials can be utilized in this Reading Program. In the said program,

learners are advised to read any reading material available in print or

digitally, provided that these reading materials have titles and authors.

Learners are free to choose the reading material they will read

depending on the difficulty that best fits their current reading

comprehension level or the level of difficulty they can enjoy to promote

pleasurable reading. These reading entries should not only be checked by

a teacher but, most importantly, by a parent or a guardian. It is also

encouraged for a parent or a guardian to read and a learner to look up to.

According to Bergin (2001), educators may need to help parents make

joint reading a pleasurable experience rather than just encouraging them

to engage in more frequent joint book reading.

Pleasure reading can be defined as freely chosen reading or that

freely and enthusiastically continue after it is assigned. Learners do what

they find pleasurable..

A. Work Breakdown and Task Time Estimates

Objective Activities/Tasks Time Resources
Frame Human Material Financial
 s
1. increase the  Pre- October Program Varried
reading level of Implementation 2022- Proponent reading
pupils from Administration July material
of FLAT (pretest) 2022 s
struggling
reading to and introduction
independent of the reading
reading; program on its
2. give implementation
learning  During
experiences Implementation
that would 1. Daily reading
increase their session of 20
minutes outside
reading
regular classes.
comprehensio
2. Checking of
n; their progress
3. enable through their
learners to do reading journal
the Post-
independent Implementation
reading; 1. Administration
4. amplify of FLAT (posttest)
their academic 2. Review on the
performance; effectivity of the
and reading program
5. remove the
stigma of
illiterate
learners.

B. Project Deliverables
Deliverable Description
Reading materials Reading materials compose varied
reading tool that cater the wide range
of reading levels of learners that
matches their interest

C. Project Risk Management

Risk Risk Trigger Risk Impact Response Time Frame

Travel, Presence of Delay of Strictly follow Year round
Health and COVID-19 implementation IATF
Safety Issues Protocols,
Establish
partners
VI. PROJECT COST

A. Project Budget (20,000)

B. Sources
Description Unit Quantity Unit Total Source
Cost Cost of Fund
Magazines publication 50 Donation
Comics publication 50 Donation
Newspaper publication 100 Donation
Poetry publication 30 Donation
Travel Brochures publication 20 Donation
Encyclopedias publication 10 Donation
Autobiographies,
publication 50 Donation
diaries, journals
novels publication 30
Short stories publication 50
TOTAL

Prepared by:

TIM ARVIN C. AGBAYANI

Teacher I

Reviewed by:

LEONILA C. AGBAYANI. EdD

Public Schools District Supervisor

Recommending Approval:

URSINO C. PASCUA
Chief Education Supervisor
Office of the Chief Education Supervisor
Curriculum Implementation Division

Approved:

JOANN A. CORPUZ, EdD, CESO V

Schools Division Superintendent