Reading: Key To A Beautiful Future

VISION

     Struggling Readers can be able to read proficiently with comprehension and non-readers can be able to read gradually

MISSION

     To assure that all learners regardless of their reading levels: struggling and non-readers acquire the essential reading and language skills necessary for their development that will lead to success in school and in life.

INTRODUCTION

     Reading is essential to every human being. It doesn’t require a certain age to become a better reader. It requires passion, perseverance and patience. Reading is not simply a basic skill but rather a goal and a functional means in education and individual development, both within and outside school. Reading teachers are important tool to attain the highest level of reading efficacy.

RATIONALE

     Project THOR (The Habit Of Reading) is a reading program developed for non-readers and struggling readers of Sampaloc Site II Elementary School. It is a reading program that encourages and perseveres the students of our school to become lifelong learners. It is a fact that reading difficulties and illiteracy contribute to social failure, school drop-outs, juvenile delinquency and other related problems that impact our community.

     The schema of the intervention program is designed to succor the students who are having the difficulty in the text-reading ability. It brings

together volunteers and individuals such as from community members whose children are recipients of our school to deepen literacy. The program is suited to all students regardless of socio economic or cognitive ability and should be a supplement to, not a replacement for, good home based literacy instruction.

OBJECTIVES

1. To identify the students who may need further evaluation and assistance
2. To eradicate the total number of non-readers
3. To lessen the number of students who have difficulty learning to read
4. To provide systematic instruction with numerous reading paraphernalia
5. To monitor students’ progress regularly and re teach as necessary

COMPONENTS

     The bases for implementing the program is through the following phases:

• To administer reading assessment through various activities.

Advisers determine the pupils who have needs in reading remediation through the result of Phil-IRI test

• To set schedules of reading remediation and/or intervention.

Reading teachers will set schedules of reading remediation at least two to three times a week

• To use different strategies in teaching the struggling readers.

All reading teachers will execute or implement the plan drive within the goals of THOR

A. Selection

Conceptualization and selection of reading materials suited for the learners’ needs

Select students as to their reading abilities: non-readers or struggling readers.

B. Orientation

To set a schedule of orientation on the nature, scope and rationale of the reading remedial sessions to students and parents for familiarity and to stimulate students’ love for reading. This will be done through letters and virtual communication. 

C. Assessment

Assessment of every learner will be based on regular monitoring and reported status of learners who undergo remediation. The use of diagnostic assessments can be done through virtual meeting, chatting or home visitation if possible.

EVALUATION

• Conduct the reading progress of each recipient regularly through video chats or other means of communication to be able to determine the oral and speed reading exams
• Assess the results according to pupils’ reading proficiency
• Compare the previous remarks with the present to be able to know the difference
• Collate the gathered data and submit for future references

                                                                Proponent Core Team

Maria Cristina N. Balbaboco
Principal

Venus A. Panginaco
School Reading Coordinator

Arcadio M. Tocino
School Reading Coordinator

Grade Level Reading Coordinators

SPED                     Juliet B. Torreda

Kindergarten       Lovely Kaye K. Fernandez

Grade 1                Alyssa Joy O. Abug

Grade 2                Rhona S. Alemane

Grade 3                Joanne M. Li

Grade 4                Leandrina C. Camarines

Grade 5                Kathleen R. De Leon

Grade 6                Agnes T. Elcamel