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Reading Intervention

This document outlines a reading intervention program for Grade V-1 students at San Mateo Elementary School. It identifies reading as a key skill and the importance of ensuring students are competent readers. The objectives are to minimize the number of non-readers compared to the previous year and identify strategies to help specific pupils become readers. The strategies proposed include after-class remediation sessions using word and paragraph reading practices, and assigning readers to tutor their non-reading classmates.

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1K views

Reading Intervention

This document outlines a reading intervention program for Grade V-1 students at San Mateo Elementary School. It identifies reading as a key skill and the importance of ensuring students are competent readers. The objectives are to minimize the number of non-readers compared to the previous year and identify strategies to help specific pupils become readers. The strategies proposed include after-class remediation sessions using word and paragraph reading practices, and assigning readers to tutor their non-reading classmates.

Uploaded by

Mhin Mhin
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Department of Education

Region III
Division of Pampanga
Arayat East District
SAN MATEO ELEMENTARY SCHOOL

SCHOOL READING INTERVENTION PROGRAM


School Year 2014-2015
GRADE V-1

RATIONALE
Reading has been considered basic almost since school began. Reading is a
complex process made up of several interlocking skills and processes. These skills
and strategies are employed before, during, and after reading.
Reading is a process by which the reader makes personal connections with a
text to construct meaning. Reading and responding to a text are integral parts of
language learning. Effective readers employ a wide repertoire of meaning-making
(comprehension) strategies that they can deploy independently with a range of texts.
Effective readers understand and remember what they read. They can summarize
and discuss the content and demonstrate their comprehension of the text. They can
analyze and evaluate what they have read. Effective readers recognize words
quickly and efficiently. They demonstrate high word recognition. They possess
strong fluency skills. They read with good expression, intonation, pitch, and phrasing.
The importance of reading as the basis of learning has been emphasized
because knowledge of reading is essential to all later learning in other fields because
the ability to read in all field of knowledge would enable the individual to attain higher
goals. If students are not competent readers, they are at risk for academic,
behavioral, social and emotional difficulties. Students with learning difficulties have
the potential to be successful academically and socially. Teachers can change the
trajectory for children at risk for failure in reading by intervening early and providing
explicit, intensive, and extensive instruction.

OBJECTIVES
Our group simply wanted to find effective means of minimizing the number of
non-readers compare to last year’s as well as to designate suitable strategies
Department of Education
Region III
Division of Pampanga
Arayat East District
SAN MATEO ELEMENTARY SCHOOL
needed by specific pupils for them to cope up and end up reader at the end of the
school year.
Specifically, our plan will seek to identify the following:
a. number of non-readers;
b. reading materials to be used for the implementation of the program;

c. stakeholders who will lead in helping the non-readers; and


d. the assessment tools to be used in evaluating the progress of the non-reader

STRATEGIES OR ACTIVITIES TO ACHIEVE THE OBJECTIVES


To implement the said objectives of our plan, we decided to make use of the
following strategies:
1. conducting an after class remediation sessions for those identified non-readers
using the following:
a. AWAD (A Word A Day)
b. FWAD (Five Words A Day)
c. APAD (A Paragraph A Day)
d. Dolch’s Basic Sight Words and Fry’s Instant Words

2. utilization of the following reading practices that best suited their needs:
a. Big Brother, Big Sister
b. Nanay Ko, Guro Ko

3. assigning a reader to tutor his/her non-reader classmate

Prepared by:

SHERYL ANN D. SARMIENTO


School English Leader
Department of Education
Region III
Division of Pampanga
Arayat East District
SAN MATEO ELEMENTARY SCHOOL

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