ICARE WRITE UPS READING pdf

Department of Education
REGION III

DIVISION OF MABALACAT CITY (P)
P. Burgos St., Poblacion, Mabalacat City, Pampanga

Tel. No. (045) 331-8143 / e-mail address: [email protected]

“READING SKILLS INTERVENTION GUIDE”
Teacher: Ferliza B. Lacsina
Subject: English

I. Brief Description
This Reading Intervention Guide provides teachers a flexible reading intervention
program for struggling readers. This guide use explicit, systematic instruction to
help students accelerate their reading fluency whose reading is below year level.

This guide is designed to be used for individual tutoring, small group or whole
class program.

Each lesson is composed of a step by step teaching strategy to assist teachers in
placing the students at the appropriate level within the intervention program

II. Rationale
Reading is one topic that is used in all aspects of the school day. Whether

you are walking down the hallway reading posters, reading the directions to the

next assignment, or reading a note from your teacher, reading is ubiquitous. If a

student struggles with reading, the difficulties will affect more than a single

subject area.

Though Reading Development Program is implemented in elementary

level, there are still perennial problems encountered by most of the reading

teachers .As the start of the school year , a reading diagnostic test is being

conducted by the author and the result of the test is the basis for the developing

this intervention guide to provide students need for improving their reading
performance.

III. Objective
The main objective of this IM is to help struggling readers improve their

reading performance . It provides a platform for weak readers to apply the
decoding skills into reading fluency . This serves as a guide for reading teachers
to alter the reading problem of a student/s.
IV. Material used.
38 pcs. short bond papers (8 x 11)
2 sheets of special paper (8 x 11 for cover)
Ring bind
V. Procedure

As the school year begins the teacher conducted a reading diagnostic
test to determine students with reading difficulties. The teacher is apt to use the
“Specific Diagnostic Model”.

INFORMATION DIAGNOSTIC DIAGNOSTIC SPECIFIC
GATHERINGS PROCESS JUDGEMENT REMEDIATION

THROUGH
READING

INETRVENTION

PROGRAM

STEP I: INFORMATION GATHERINGS

The process should begin with the collection of data among the students.
Student’s information should be specified such as the gender ,birthdates, age,
parents name, parents’ occupation, address and contact numbers .The school to

where the student completed his/her elementary level and the general average

should also be indicated.

STEP II. DIAGNOSTIC PROCESS

Once the certain data has been collected, the teacher would begin with the
diagnostic process,

The diagnostic test is divided into two sections such as oral reading and
silent reading test .

An oral reading test is used to determine the reading fluency of the
student.
ORAL READING PROCEDURE

The student is given a passage to read aloud. As the student begins
reading the starting time is noted. Any mistakes made by the students should be
noted on the running record. Other behaviors are observed and described as
well. When the student finishes reading the ending is recoded.

A silent reading test is used to determine the reading comprehension and
vocabulary skills of the student.

SILENT READING PROCEDURE

This section is an assessment tool that provides information about a student’s
ability to read and understand continuous text and check student’s
comprehension skills. The Informal Reading Inventory is used to assess both oral
and silent reading. The student reads a short passage and responds to several
questions about the passage

STEP III. DIAGNOSTIC JUDGEMENT
After the diagnostic process, followed by rendering diagnostic judgments of the
child reading problems and the prescription of the specific reading intervention
program designed for the development of a child reading skills. Classify the
students according to the reading level of the students based from the Phil-IRI
reading rate such as; frustration, instructional and independent for the reading
comprehensions. For oral reading fluency the author used the following
classification such as ; Fast-reader, average- reader, slow- reader and non-
reader.

Parents with a child of struggling readers were informed and given waver if they
are allowing their child to undergo Reading Intervention program

Ph3. Demo/Pilot Testing/Evaluation and Finalization of Developed IMs
USING THE READING SKILLS INTERVENTION GUIDE FOR THE READING

INTERVENTION PROGRAM
Children with reading problems are preventable if they receive additional
support in the form of an effective reading intervention (Pikulski,1994; Wasik&
Slavin,1993)

This guide has been made through the collection of strategies given and proven
effective in improving the reading performance of the struggling readers. .

This guide is designed to be used for individual tutoring, small group or whole
class program.

This guide has been used using the classification given to the students as
mentioned such Class A- able to read fast but without comprehension and
labeled frustration , Class B –slow readers and without comprehension and C-
non readers both labeled frustration.

Under Class A. a reading comprehension strategies are given .It could also be
given by group or as a whole class and a reading lesson is given at least once a
week.

Under Class B. Slow reader and classified frustration a one-on-one instruction is
given and undergo reading program for at least twice a week ( 16 weeks)
Under Class C. Non- reader class. A thorough one-on –one reading intervention
is given for twice a week for 21 weeks.
******PICTURES USING THE READING INTERVENTION CLASS******
SILENT READING TEST (COMPREHENSION SKILLS)

ONE-ON-ONE READING (ORAL READING TEST)

READING DIAGNOSTIC INFORMATION FORM

CONSENT LETTERS
USING READING SKILLS INTERVENTION GUIDE EVALUATIONS

READING PROGRAM COMPLETION

CLASS A
CLASS B
CLASS C

GRADE 7 POST READING
CLASSIFICATION 2018

Axis Title 700
600
500 INDEPENDENTINSTRUCTION FRUSTRATION Total
400 - A to A+ ALB to A Class C to B
300
200 GRADE 7 POST READING RESULT
100
0 130 127 17 274
0
0 223 156 5 384
Series1
Series2 353 283 22 658
Series3

GUIDELINES using this IM

First conduct a reading diagnostic test to determine each child instructional needs
and could be done as the school year begins.

Second a decoding skills must be practiced for mastery of words.

Next a reading comprehension strategies follows to improve vocabulary, fluency
and reading comprehension skills.

Fluency Skills used both oral and silent reading skills. It could also be given one-
on-one instruction group or the whole class.

***An anecdotal records of the student must strictly monitored using each
strategy for the assessment of the reading progress of a child or a student.

VI. COSTING
Printing cost and short bond papers …P160.00

Ring bind…………………………… .P60.00

P220.00

References:
Ferliza B. Lacsina’s Proposed Reading Intervention Program Materials 2017
Ferliza B. Lacsina’s Action Research Proposal , “The Efficacy of Reading
Intervention Program”, 2017
Phil –IRI Reading Speed Calculation
Pikulski,1994; Wasik& Slavin,1993, “Reading Intervention”.
Reading Intervention materials by McGrawhill for IRI passages
SRA LC Reading Mastery
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