Republic of the Philippines
Department of Education
Region 02
Division of Cagayan
Amulung East District
MAGOGOD ELEMENTARY SCHOOL
REMEDIAL READING ACCOMPLISHMENT REPORT
S.Y.: 2013-2014
I. RATIONALE
Every Filipino child a reader is one of the present trusts of the
Department of Education. It envisions every Filipino child to
communicate excellently in their own dialect the mother tongue,
language 2 which is Filipino and language 3 the English. This can only be
realized through effective reading instructions and program.
In support to the program of the Department, Every Child a Reader
Program (ECARP)”, Magogod Elementary School has come up with its
own reading program and baptized it as Project-REFORM: Reading
Education Focuses On Remedial Measures. Project-REFORM
enables the school to improve the reading ability of every pupil by
removing faults and weaknesses and by strengthening good qualities and
practices in reading. The program also provides an opportunity for the
teachers to put an end and to correct the reading difficulties and miscues
of the school children thus making them become better REFORMED
READERS.
Project-REFORM uses the Early Grades Reading Assessment (EGRA
ARATA) FOR GRADES I and II and Philippine Internal Reading Inventory
(PHIL-IRI) FOR Grades III to VI as its reference in providing necessary
remedial measures. The result of the pre-test and post-test in Oral and
Silent Reading both in English and Filipino provides information for the
teachers on the reading level of their own pupils and this can help them
decide on the appropriate reading remedial measures for their classes.
II. OBJECTIVES
To Enhance the reading skill of every pupil;
To increase the academic performance of the school;
To make every pupil a reader;
To raise the percentage rate of independent reader;
To develop Genuine Love for Reading (GLR) among school children;
To construct reading instructional materials; and
To develop a reading study habits or remedial techniques.
III. ACCOMPLISHMENTS
Enhanced the reading skill of every pupil;
Increased the academic performance of the school;
Pupils became a reader;
The percentage rate of independent readers had increased;
The Genuine Love for Reading (GLR) was developed among school
children.
The teachers constructed some reading instructional devices for
their remediation classes;
Pupils developed their reading abilities through the different
techniques and strategies in remedial classes.
IV. CONCLUSION
The worst failure of child is his failure to read. With the DepEd trust “No read. No
move,” it is therefore the primary concern of every teacher to make their pupils learn
to read. Reading is an important tool in acquiring basic education. Once a child has
learned to read. Then he may use this skill for learning others things. I therefore
conclude that;
1. All learners involve must be closely monitored.
2. Extensive time must be conveyed to readers.
3. Teachers should adopt homemade instructional devices.
4. Reinforce the child’s reading interest.
5. Encourage parents to have follow up on their children.
Prepared by:
ROY M. DALAFU
School Coordinator
Noted by:
ALICE A. SALVADOR
Head Teacher III
Republic of the Philippines
Department of Education
Region 02
Division of Cagayan
Amulung East District
MAGOGOD ELEMENTARY SCHOOL
READING REMEDIAL ACTION PLAN
S.Y.: 2010-2011
NEEDS/PROBLEMS GOALS/OBJECTIVES STRATEGIES PERSONS TIME SOURCE OF SUCCESS INDICATOR
INVOLVED FRAME FUND
A .Managerial skills To equip with adequate Attend orientation, seminars Teachers, JUNE-JULY MOOE Managerial skills shall
managerial skills in remedial LAC Session School Head have been equipped and
instruction. Parents established.
B. Reading To utilize all the techniques and Attend orientation, seminars Teachers, JUNE- MOOE Reading Techniques
Techniques/Strategies strategies in remedial classes LAC Session School OCTOBER /Strategies shall have
Head ,Pupils been utilized and
Parents employed in actual.
C. Remedial To construct different Remedial Attend orientation, seminars Teachers, JUNE- MOOE, PTA Remedial Instructional
Instructional Materials Instructional Materials in the LAC Session School Head, FEBRUARY Fund, Materials shall have been
school and find ways to be Pupils, Parents Donations constructed and utilized
functional. well.
D. Poor study habits To improve poor study habits Provide reading materials, Teachers, JUNE- MOOE, PTA Poor study habits and
and reading skills. workbooks and include in School Head, FEBRUARY Fund, reading skills shall have
reading program classes. Pupils, Parents Donations been improved.
E. Poor comprehension To improve pupils’ Provide comprehension and Teachers, JUNE- MOOE, PTA Poor comprehension and
and spelling skills comprehension and spelling spelling exercises daily. School Head, FEBRUARY Fund, spelling skills shall have
skills in all areas. Pupils, Parents Donations been improved.
Prepared by: Noted by:
ROY M. DALAFU ALICE A.SALVADOR
English Coordinator Head Teacher III
GHANT CHART
ACTIVITIES JUNE JULY AUGUST SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY FEBRUARY MARCH APRIL MAY
D
E
Prepared by: Submitted to:
ROY M. DALAFU YOLANDA M. CABILDO
SPG-Adviser District Coordinator
Noted by: Certified Correct:
ALICE A. SALVADOR MELITA R. CUARTEROS
Head Teacher-III District Supervisor
