A sincere cry for help from learners all over the division is heard. The reading proficiency of more than one-half of the pupils in the entire division is frustration level (Phil. IRI 2011-12 post test). Concerted effort of all stakeholders in education is badly needed—teachers, parents, school heads, barangay officials, and DepEd officials have a role to play as mentors.
Every stakeholder is enjoined to assist in the strengthened implementation of reading intervention practices to address the dire need.
The following reading interventions contained in the Division Feeding Program (StoFeeP) are anchored on the objectives and targets of Every Child A Reader Program (ECARP). They could be modified to suit your learners. You may also add to the list and share it with others.
1. Teacher- Initiated Read aloud Sessions (TIRAS). Daily, teachers should read aloud – share good literature and specific content books. Stop occasionally to reread an interesting passage, to think aloud and express delight over a humorous part, to emphasize a drama and suspense, and to ask for prediction are all effective strategies to use in engaging readers in the selection.
- Select an appropriate book/ story based on a specific purpose. Plan questions that will be asked and the point that will be emphasized before, during and after reading.
- Provide an enjoyable reading experience for the students.
- Invite the students to listen to the story and tell them the reason why the book was selected. Engage them in the lesson.
- Introduce the text to the students; discuss the title, content, author, and illustrator. Emphasize needed points or ask planned questions.
- Read the story with expression, interrupting the reading at selected points to emphasize a point by doing a think aloud, asking a question, or allowing children to make personal connection.
- Discuss what the students have learned, providing an opportunity for students to extend understanding, link their prior knowledge to new concept and information presented in the text, and make connection to other literature.
2. School- Based Story Club (SBSC). Organize Story Clubs in the classroom,grade level, school level with the following activities, namely: Read-to-a-Friend (Peer Story Reading), Peer Tutoring, Book Exchange, etc.
3. This involves provision of Read-Aloud materials to be used by reading teachers throughout the division as supplementary reading materials.
4. Drop Everything and Read (DEAR). Before classes start in the morning or in the afternoon, The learners stop whatever they are working on and convene for fifteen minutes to read a story/stories prepared beforehand.
5. Read, Enjoy, Then Sing It (RETSI). This calls for creativity and ability of the teacher to write poetry based on the reads aloud narratives which will be set to music using very familiar and appropriate melodies.
6. A Word A Day (AWAD). Pupils choose a word they find difficult to understand from passages and stories they read. Teacher writes the most difficult word for the day. The word is unlocked. Pupils use the word in sentences, in stories they create and in their conversation during the day. Evaluation through fun activities or language games is conducted every Friday.
7. An Idiom a Day (ID). Teacher or a Pupil presents an idiom from a reading selection in any subject area. The class unlocks the meaning of the idiom. The idiom is used by pupils in their conversations/ dialogs.
8. Summer Reading Camp (SRC). Organize fun, exciting and enjoyable activities for school children to learn while having fun and frolic during summer vacation (45 hours or more).
Steadfast endeavour is necessary to achieve our goal. Everyone’s commitment and dedication is of gargantuan importance to help the learners move from non readers and/or frustration level to instructional level , then move on to independent level.—JDZamora