PAGBASA: TUTUKAN NATIN!
An Innovative and Integrated Summer Remedial Reading Program
“The more you read, the more you know; and the more you know, the smarter you grow.” Jim Trelease
An innovative integrated summer remedial reading program has been developed based on a recent survey from Grade’s 1 to 6. Studies have revealed that poor reading compounds itself over the years. This program presents alternative strategy which can be used to upgrade reading skills and to break the cycle of reading failure. This program carefully sequenced series of activities that enables the learner to experience the motivating and reinforcing properties of success through all stages of reading readiness from phonetics, sound and letter recognition, drills down to reading skills development. Functional language use is promoted through enjoyable activities involving sentence construction, passages, puzzles, games, and other creative manipulations of the surface features of languages. Despite current remedial techniques, the struggling reader tends to remain through the years. Innovative techniques was developed in the hope of altering this pattern. It is a systematic, multidisciplinary remedial reading program based on sound behavior, psycholinguistic and cognitive theories of learning-- incorporating listening, speaking, seeing, writing, thinking, and comprehension skills.
With this regard, Anabu II Elementary School conducted and implemented the whole year Remedial Reading Program – PAGBASA: TUTUKAN NATIN! to upgrade the reading skills of struggling readers. The Reading Coordinators of this program invited the parents of the Summer Reading Program beneficiaries for an orientation. The School Head, Eden P. Reyes delivered her inspirational words to encourage everybody to pursue and support the said activity.
The Summer Remedial Reading Intervention Program started on April 15, 2019 to May 15, 2019. The productive teachers involved themselves to share their expertise and knowledge. On the other hand, teachers working with perceived low performers prepared more structured lessons, allowed more opportunities for student creativity, covered less content, rewarded students for “trying hard” rather than for “good thinking,” spent a significant amount of time on behavior and management issues, and had gained congenial relationships with other learners giving heavy emphasis on discipline.
The learners enjoyed the program and every activity given to them which boosted their interest and eagerness to learn.
The team provided modules, activity sheets and reading manuals for the struggling readers so that they can practice reading at home with their parents or any family member available. This is one way of developing harmonious and closer relationship between the parents and their children.
To give appreciation for the active participation of the struggling readers, the Reading Team conducted the closing program on the 23rd day of May 2019 at Anabu II Elementary School. The struggling readers who excelled on this program were given awards and gifts from the generous donor, Eden P. Reyes the Principal II of the said school.
An effective reading program develops reading competence in all students and is based on proven practices. Three components are critical to the design, implementation, and sustainability of powerful reading instruction: professional development that equips educators with a solid knowledge base; effective instructional tools that are aligned to the knowledge base; and a school system that supports and nurture implementation. The remedial reading demands a high percentage of on-task behavior and trains phonological processing strategies. The program has proven successful in schools and at homes.
With this reading remediation program, it is expected that learners will gain or maintain literacy skills 2 to 3 steps higher than their previous reading ability prior to the start of the summer reading program of our school.