Reading Programs

eReading and Development
Milestone Report
S. Y. 2009-2011


Read More …Be More…
(Buhangin District Reading Program)

 


Buhangin District is situated in barangay Buhangin, Davao City that is around six (6) km. away from poblacion. It is composed of seventeen (17) complete Elementary schools with 17 administrators, 312 teachers with 13,115 pupils. District office is housed at a two-storey building situated at Buhangin Central elementary school.

Buhangin District has always been endeavoring to provide for the teachers; total potential development by assessing their training needs and sending them to all the training seminars and exposing them to professional development and activities always.



The district also provides greater opportunities for students to excel. It is responsive to the challenges and needs of the basic education of country today, particularly Southern Philippines its work of the education formation of the professionals and the youth.              



I.                  Rationale:

Reading is a difficult subject to teach.  The translation of symbols or letters into words is a prolonged process that requires a lot of virtue for the teachers to fully develop the potential of a child. Although it will come naturally for a child to read, still, it would be a big help to provide reading intervention to make sure that each child will be provided with the precise fluency a learner should have by the time he will graduate in elementary.


Of the many factors affecting reading education, literacy encompasses more facets of the teaching- learning process, from home and community to school and library. More often than not, many pupils lack experiences in any one if not all of the external factors that affect the schools, the library, are within the hands of the teachers.  Read More… Be More… the district reading program of Buhangin District is designed to meet the needs of the district as a whole and hopefully, this may help the children in reading and comprehension skills.




II.               Objectives:

    1. Increase the number of independent readers.
    2. Lessen the number of non reader.
    3. Improve the number frustration reader to instructional readers.
    4. Heighten the interest of pupils in reading.
    5. Increase the National Achievement Test Result in grade III and grade VI











III. Methodology:

The District Reading coordinator shall design the reading program for the entire district. And according to this design, each school will make there own reading program base on the different needs of their schools and shall be implemented during scheduled dates. Corresponding dates are also assigned for meetings for the progress of the district program.

In the reading program, monthly meetings were set for the school coordinators to discuss different topics in the eReading modules as per schedule (See attached matrix).  SBTP were utilized to disseminate the information and discussed to the teachers in their own respective schools. In this manner, teachers were thought different new strategies on reading. Some schools used these strategies to pupils specially the in the emergent literacy and phonological awareness because this is very useful in the lower grades.  A 3-day seminar workshop also conducted last May 12-14, 2010. It was designed to meet the needs of the teachers in the first stage of the reading program, which is the Developing Reading. This includes the Emergent literacy, Phonological Awareness, Phonemic Awareness, Phonics and word recognition (See Accomplishment Report). Another seminar workshop was postponed to later dates about fluency, may be in summer this year.

In the SREA, only few pupils were recommended to enroll in preschool because of the age level that was suggested by the department. Although some pupils are not ready, but because of their age, teachers were force to enroll them and give much attention by giving more time during remedial instruction to let them cope with the lessons in their grade level.

Remediation programs like individual tutorials, frequent library visits and books reports are just few of the intervention programs which are common to different schools in Buhangin district. The maximum utilization of the Reading Centers in each school was also achieved.











III.           Analysis/ Interpretation:


CONSOLIDATED POST TEST-ORAL READING
(SY: 2009-2010)







CONSOLIDATED POST TEST-SILENT READING
(SY: 2009-2010)




The consolidated results of the Philippine Informal Reading Inventory oral post-test school year 2009-2010, showed that 63% of the primary grades of Buhangin District fall to the non reader and frustration level and only 20% was recorded as independent reader. On the intermediate level, 47% were in the non reader and frustration rank and 26% in the independent reading level. In the Phil-IRI post-silent test (2009-2010), 75% of our primary pupils belong to the frustration and 45% belongs to the intermediate level that also belongs to frustration and non reader category. And to top it all, only 5 percent is within the independent range in the intermediate level. With these statistics, year 2010-2011 have a long way to go to surpass the frustration level of the pupils. These children may read in syllables or can slowly read text; however, comprehension is another concern to be dealt upon. 





NATIONAL ACHIEVEMENT TEST
SCHOOL YEAR 2009-2010
GRADE SIX

No.
School
Total Test Mean


2008-2009
2009-2010
1
Buhangin Central ES
43.22
47.32
2
Acacia ES
67.82
59.23
3
Banganga ES
48.88
48.66
4
Cabantian ES
59..08
63.79
5
Callawa ES
64.48
67.86
6
Communal ES
61.72
61.49
7
Dumanlas ES
50.41
60.79
8
Fatima ES
70.18
60.90
9
Galon ES
68.27
65.07
10
Lampa Lapidan ES
52.02
74.26
11
P.S. Carriedo ES
60.92
54.26
12
P. Rodriguez ES
55.98
61..05
13
San Isidro ES
79..3
73.7
14
St. Jude ES
56.28
67.06
15
T.A. Echevarria ES
68.74
59.41
16
T.V. Fernandez ES
63.56
51.93
17
Waan ES
78.14
67.14

Total
61.71
61.41








In the National Achievement Test results, there are 10 schools in the district that decreased and only 7 schools increase in there results with the total of -0.19 decreased in 2009-2010. For the past two years, there was minor decrease of the results. But in the end it only shows that we maintained to 61% for the pat 2 years. . Very far from the division’s target which is 85% in 2015. In this reading program, we really do hope that it will help to the improvement of these results.

We are still waiting for the post test results of the Phil-IRI and NAT Results this school year to see significant changes to observe the effectiveness of the program.

Reading Centers were created in almost all schools in the district. However, some schools are deficient with books and other reading materials and some even requested for additional room for the center. Reading centers were developed into a very conducive environment to develop the love of the pupils for reading.  Teachers are provided with reading materials like big books, sight words in tarpaulins for daily drill and instructional materials. (See attached SIP)

Administrators were also closely monitoring the reading progress of the pupils. Some even let the pupils read some passages by themselves to keep an eye on their advancement. 

Preschool Education should be strengthened and mandatory. There should be a close monitoring and supervision of the preschool education. By grade I, pupils should be ready for the main stream.

Individual tutoring is still going on for those pupils who are at risk.

            

IV. Recommendations:

1.      Solicit more reading materials for the reading centers.
2.      Strengthen preschool education.
3.      Send teachers to seminars and workshops to enhance their strategies in teaching reading.
4.      Train more teachers to be a reading teacher to cater the needs every pupil at risk.





Prepared by:

CLAIRE B. BUSCA
District Reading Coordinator
Buhangin District


     Noted:

      JUSTINA F. BATACAN
District Supervisor
Buhangin District










eReading and Development
Milestone Report
S. Y. 2009-2011


Read More …Be More…
(Buhangin District Reading Program)


                                








Read More, Be More!

A Reading Program for Buhangin District

I - RATIONALE

Reading is a difficult subject to teach.  The translation of symbols or letters into words is a prolonged process that requires a lot of virtue for the teachers to fully develop the potential of a child. Although it will come naturally for a child to read, still, it would be a big help to provide reading intervention to make sure that each child will be provided with the precise fluency a learner should have by the time he will graduate in elementary.         

In this aspect, long and short term goals have been done by the agency to insure the proper and intensive learning process. These are as follows:

(1).The task of the Medium Term Philippine Development Plan (2004-2010) is to fight poverty and build prosperity for the greatest number of Filipino people. This plan is a key strategy of the Philippine Government to meet Part 4 of the United Nations Millennium Development Goals, that is, “Education and Youth Opportunities”. Within this goal, the Philippine Government is committed to improving Early Childhood Basic Education and upgrading English Teaching in formal basic education.

(2). The Schools First Initiative (SFI) is the government’s strategy for improving basic education. The reform agenda of Department of Education to achieve these initiatives is the Basic Education Sector Reform Agenda (BESRA). Through BESRA, DepEd acknowledges the role that parents play and their right to be involved in their children’s education

(3). Under SFI, DepEd has a commitment to improving students’ literacy levels through their ability to read. The national program, Every Child A Reader Program (ECARP) (DepEd Order No 45, 2002) has its goal, every child will be a reader by the time they finish Grade 3. To support this national initiative, DepEd developed the “Philippine Informal Reading Inventory (Phil-IRI)” (DepEd Memorandum No 324, s 2004) as an assessment tool to determine reading levels of students in Grades I – VI in all public elementary schools and also identify those at the Frustrated or Non-Reader level.


(Reading Development Introduction page 2)

The consolidated results of the Philippine Informal Reading Inventory oral post-test school year 2009-2010, showed that 63% of the primary grades of Buhangin District fall to frustration level and only 20%  recorded as independent reader. On the intermediate level, 47% were in the frustration rank and 26% in the independent reading level. In the Phil-IRI post-silent test (2009-2010), 75% of our primary pupils and 45 %  of the intermediate pupils belong to the frustration and non reader category. And to top it all, only 5 percent is within the independent range in the intermediate level. With these statistics, year 2010-2011 have a long way to go to surpass the frustration level of the pupils. These children may read in syllables or can slowly read text; however, comprehension is another concern to be dealt upon.  It is a fact that there were still a number of non readers in the district. Such percentage does not affect the totality of the data. A very minimal amount was recorded. What bothers the district was the number of independent readers the district.








CONSOLIDATED POST TEST-ORAL READING
(SY: 2009-2010)
CONSOLIDATED POST TEST-SILENT READING
(SY: 2009-2010)

The importance of reading skills for a child’s success cannot be emphasized enough. As a teacher who worked extensively with her pupils with 5-11 year old age group, we personally witnessed the importance of reading skills on a daily basis in all subject areas. In English Mathematics for example, poor reading skills can be a huge obstacle. Now a day, more emphasis is being placed on the problem solving aspect of math. Therefore, Math now includes many story problems, which requires reading skills.

 The importance in reading skills is obvious in science. Science exploration and discovery are at the core of learning in this subject. The hands-on activities often make it a favorite subject of children ages 5-11. But the ability to follow procedure is very precise. If they are not followed correctly, the experiment will not work. If a child has solid reading skills, he will be able to successfully follow procedures. If she doesn’t, she is likely to be unsuccessful at completing science experiments. This will be both frustrating and disappointing for the child. It can even result your pupils disliking science, because she sees it as a subject in which she can’t be successful.

In whatever way, we see things, the importance of reading skills are unambiguous in a child’s life not only in school but also in real life situation as well. His self esteem becomes inferior that he can not even assert himself to the class.  On this course, teachers will find a handful of strategies to be imparted to the learners. Each was designed step by step to insure the proper dissemination of the course.


We always dream for our pupils to excel in what ever field they choose. The only key in this predicament is to read…read…read…Read more, and be more of what they are today.




III- Stages of Reading



This reading program was anchored with the eReading Development Program of the Department of Education in collaboration with the basic Education Assistance for Mindanao and the University of Southeastern Philippines
In this program, the following stages include:

A.    Developing Reading – This stage is the beginning Reading. It is intended for the kinder and primary grades especially grade I. In this stage, children are taught to hear the sounds in words, perceive and identify letters in the alphabet, simple/complex letter sound relationships to solve words in reading and writing and recognize words. Much attention in this stage should be given especially during the eight-week curriculum until the second semester.


B.     Functional Reading – This stage aims to develop the knowledge of words and meanings in oral and print and discover the importance of vocabulary skills in reading comprehension. This phase is a whole year round activity.         

                                                                                                                                                                                                                                                                                                       
C.     Recreatory Reading – This step aims to prepare our pupils for their future roles in the workforce require them to be confident. In order to be confident they must also become competent and fluent readers. This phase also calculate and measure the rate and expression of the learners.


D.    Corrective Reading – This point is the assessment and intervention for those pupils who fall back from what is expected from them in their grade. It is designed to administer, analyze, interpret and utilize the result of Phil-IRI results for balance reading program and design daily tutorial session for those students at risk. –out and off session methods may be used.















IV – Methodology


The District Reading coordinator shall design the reading program for the entire district. And According to these design, each school will make there own reading program base on the different needs of their schools and shall be implemented during scheduled dates. Corresponding dates are also assigned for meetings for the progress of the district program.

Target Participants: School Reading Coordinators

Duration: October 2009 – March 2011

Training venue: District Conference Room/ Dumanlas Elementary School

Source of Founds: MOOE, Local Funds, Sponsors

Activities: Refer to the Training Matrix







Expected Outputs:

1.   Increase the number of independent readers.
2.   Lessen the number of non reader.
3.      Improve the number frustration reader to instructional readers.
4.      Heighten the interest of pupils in reading.
5.      Increase the National Achievement Test Result in grade III and grade VI












                                 
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