Republic of the Philippines
Department of Education
Region II—Cagayan Valley
SCHOOLS DIVISION OF QUIRINO
ACCOMPLISHMENT REPORT ON THE PROGRAM DEVELOPMENT
IMPLEMENTATION
I. Introduction
Reading is a lifelong skill to be used both at school and throughout life.
According to Anderson, Hiebert, Scottt, & Wilkinson, reading is a basic life skill. It is a
cornerstone for a child’s success in school and, indeed, throughout life. Without the
ability to read well, opportunities for personal fulfillment and job success inevitably will
be lost (2015). Despite its importance, reading is one of the most challenging areas in
the education system. The ever-increasing demand for high levels of literacy in our
technological society makes this problem even more pressing (Snow, Bums, &Griffin,
2018)
If literacy is one of the key factors by which a country’s overall competence
gauged, then we could easily say that the Philippines stands tall above most of the
world. Committed to ensuring inclusive equitable quality education, the Department of
Education (DepEd) is proactively reinforcing initiatives to equip learners with
fundamental literacy and numeracy skills.
In the Schools Division of Quirino, thru the Curriculum Implementation
Division initiated the Project KKBB (Kuwento Kuwenta ng Bawat Bata) which aims to
track children’s unique stories about their achievement of macro skills in reading,
writing and speaking.
Republic of the Philippines
Department of Education
Region II—Cagayan Valley
SCHOOLS DIVISION OF QUIRINO
In line with this, Diffun District-I supported these endeavor where they
introduced the Project BRIDGE ((Bolstering the Reading Intervention programs of
schools of Diffun District 1 to Gain Excellence) to motivate and enhance the reading
skills of learners in the district.
Villa Pascua Elementary School, with pride and courage embraced the
challenge as well as supporting the reading programs and platform to advanced learner
from Kinder to Grade 6 through LAMPARA (Lead, Assist and Mend Patiently the
Readers to Achieve more). It is with deeply rooted commitment in serving the learners
of grade 6 instill the birth of Project LIFT (Learners need in reading Intensified with
Foremost and easy Techniques) which aims to develop their interest to reading and
develop their noting details and vocabulary enhancement.
II. Highlights of the Accomplishment
Reading difficulties usually begin as early as kindergarten. Children who have not
mastered reading skills by third grade will continue to fall behind their peers and
probably never catch up without the right interventions. Reading interventions are
activities and strategies that help struggling readers develop their ability to read.
Struggling readers can be students who are not able to decode, or break up,
words into syllables. Through decoding, students sound out unfamiliar words they
encounter while reading. On the other hand, you may have a reader who can decode
Republic of the Philippines
Department of Education
Region II—Cagayan Valley
SCHOOLS DIVISION OF QUIRINO
but cannot comprehend what they're reading. It's also possible to have a reader who
can comprehend and decode, but whose oral reading is poor. The reader may orally
read very slowly, mispronounce many of the words, or read in monotone without
expression. This type of reader has problems with fluency. In all cases, the use of
reading intervention programs, strategies, and activities will help get your students on
track.
Lift means raise to a higher position or level, pick up and move to a different
position, raise (a person's spirits or confidence); encourage or cheer and or formally
remove or end (a legal restriction, decision, or ban). With the aim to develop the habit of
reading among the learners and improve the noting details skills of the Grade 6 learners
of Villa Pascua Elementary School, the strategic intervention: LIFT (LEARNERS NEED
IN READING, INTENSIFIED WITH FOREMOST AND EASY TECHNIQUES) was
initiated. The grade 6 teacher/adviser as the proponent will call the learners every day
to monitor their reading activities. The grade 6 pupils of Villa Pascua Elementary School
with 23 males and 10 females as the beneficiaries of this innovation.
This intervention was implemented beginning the 2 nd quarter, SY 2020-201
wherein learners will be reading one English passage a day. Parents/ Guardians served
as Knowledge Clock to their kids. They are reminding their kids to read when it’s time
for reading. Teacher/adviser monitors through phone call or two-way radio since all of
the learners have functional cellphone at home and fair signal of the two-way radio. A
Republic of the Philippines
Department of Education
Region II—Cagayan Valley
SCHOOLS DIVISION OF QUIRINO
regular call was done daily or as need arises. A device monitoring tool was used by the
proponent in tracking the progress of the reading skills of the learners.
Reading materials was taken from different sources and was modified according
to the level of the learners. It developed the vocabulary skills of the learners, because
the proponent was able to unlock at least 5 words that can be found in the passage as
foremost and easy technique for learners to better comprehend the selection they are
reading. Most of the reading selections was taken from Developing Reading Power for
Grade 6.
As to the implementation, learners was notified through phone call. They were
oriented on the delivery of the reading intervention. Schedule of getting the reading
materials for the learners was be scheduled through pick up point through the learner’s
parent. Since all the learners are nearby school, Pick up point was in school particularly
at the Grade 6 room. There were labelled boxes for each learners to put the reading
materials wherein parents will drop and get it.
III. Impact
Through the implementation of the Project LIFT (LEARNERS NEED IN
READING, INTENSIFIED WITH FOREMOST AND EASY TECHNIQUES) it was found
out that there are 8 out of 23 male or 35% and 2 out of 10 female or 20% of the learners
failed on the GST in the English. These may be attributed to the following: Parents and
Republic of the Philippines
Department of Education
Region II—Cagayan Valley
SCHOOLS DIVISION OF QUIRINO
or guardians and other knowledge sharer are busy working, and pupils have low interest
in reading at home preferred to be assisted by the teacher like usually doing in school.
As to the post test implementation, the 10 identified as frustration in the Phil-IRI in
English was gradually decreased. It is therefore resolved that the reading intervention
reaped its goal and objectives.
IV. Recommendation
As the IATF primed the whole province of Quirino into Modified Enhance
Community Quarantine (MECQ) for almost two months, then the limited time was only
allotted in implementing the intervention. It is assumed that if it was implemented into a
more convenient time and situation, the proper execution will acknowledge and of
greater impact to learners.
V. Gallery
