DEPARTMENT OF EDUCATION
Region V
SCHOOLS DIVISION OF CAMARINES SUR
Freedom Sports Complex, San Jose, Pili, Camarines Sur
School Year: 2023-2024
School: Sta. Eulalia Elementary School
District: Baao District
Prepared by: CATHERINE B. ROSALES, Teacher III
Date: June 3, 2024
I. Program Overview
The Remedial Reading Program for SY 2023-2024 was implemented to assist learners who were
identified as struggling readers based on the beginning-of-school-year reading assessments and
diagnostic tools such as the Phil-IRI (Philippine Informal Reading Inventory) and teacher
observations. The program aimed to improve reading fluency, comprehension, and confidence in
reading through focused and scaffolded instruction.
II. Objectives
1. To improve the reading proficiency levels of identified non-readers and frustrated
readers.
2. To increase learners' comprehension and vocabulary through targeted reading activities.
3. To develop students’ confidence and motivation in reading.
4. To reduce the number of learners categorized as non-readers and frustrated readers by at
least 50% by the end of the school year.
III. Implementation Details
Component Details
Target Learners Grade 4 learners who belongs in the Instructional and Frustration groups in reading
Assessment Tools
Phil-IRI (Pre and Post), Teacher-made reading assessments
Used
Program Duration August 2023 – June 2024 (10 months)
Schedule 2–3 sessions per week, 30–45 minutes per session
Intervention Guided reading, phonics drills, sight word recognition, story retelling, reading aloud,
Strategies comprehension games
Personnel Involved Class Adviser/teacher, parents, learners
Mode of Delivery in-class interventions
IV. Accomplishments and Outcomes
A. Quantitative Results
Reading Level Pre-Test (August 2023) Post-Test (June 2024)
Non-Readers 0 0
Frustrated Readers 1 0
Instructional 7 3
Independent 11 16
• Total number of learners who improved reading level: 16 out of 19 (84%)
• Retention rate in the program: 100%
B. Qualitative Outcomes
• Increased learner confidence and participation in reading-related activities.
• Enhanced reading interest, especially through the use of age-appropriate and culturally
relevant reading materials.
• Strengthened collaboration between teachers and parents.
V. Challenges Encountered
• Limited reading resources and age-appropriate materials.
• Irregular attendance of some learners due to health or family issues.
• Scheduling conflicts with other academic activities.
VI. Recommendations
• Increase budget allocation for reading materials and instructional tools.
• Conduct regular training for teachers on effective reading interventions.
• Strengthen monitoring and evaluation to ensure sustained learner progress.
• Integrate reading programs with home-based reading support.
• Establish partnerships with NGOs or LGUs for additional tutoring support.
VII. Conclusion
The Remedial Reading Program has significantly improved the reading abilities of struggling
learners at Sta. Eulalia Elementary School. The marked progress in reading proficiency levels
shows that targeted and consistent reading interventions can effectively address literacy gaps.
Continued support and enhancement of the program are essential to sustain and expand its
positive impact.
Prepared by:
CATHERINE B. ROSALES
Class Adviser
Noted by:
YOLY M. AMILANO
School Head/ MT-1
