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Accomplishment Report On Reading

This accomplishment report summarizes Project GAPTDRA, which aimed to improve reading abilities of students at Muzon Elementary School. An initial assessment found 102 of 443 students were struggling readers. Various strategies were implemented, including big brother-big sister reading partners, 12:30 daily reading time, and teachers attending seminars. A post-assessment found the number of struggling readers decreased to 61 of 442 students, showing the project helped develop students' reading abilities.

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analyn t. maderazo
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3K views

Accomplishment Report On Reading

This accomplishment report summarizes Project GAPTDRA, which aimed to improve reading abilities of students at Muzon Elementary School. An initial assessment found 102 of 443 students were struggling readers. Various strategies were implemented, including big brother-big sister reading partners, 12:30 daily reading time, and teachers attending seminars. A post-assessment found the number of struggling readers decreased to 61 of 442 students, showing the project helped develop students' reading abilities.

Uploaded by

analyn t. maderazo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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ACCOMPLISHMENT REPORT on PROJECT GAPTDRA

(Gearing All Pupils towards Developing Reading Abilities)


S.Y. 2017-2018

We can say that reading is one of the very important element of education. Learning
to read is complex. Children don't learn one reading-related skill and then move on to the next in a
step-by-step process. Instead, they must develop competency in four areas simultaneously: word
identification, comprehension, fluency, and motivation. They begin to develop these competencies
by listening to books read aloud. That's one reason why it's so important for children to have
experiences with books before they enter kindergarten. However, most children don't learn to read
independently until they receive formal instruction in school, which is why good reading instruction
is so important. Reading is considered by many teachers, textbook writers and language test
constructors to be made up of different skills and components. It is often claimed that sets of
reading components provide useful frameworks on which to base course design, teaching, and test
development.

This project GAPTDRA aims to lessen the numbers of struggling readers by March 2018.
With this, we will be able to determine the reading abilities of some pupils in Muzon Elementary
School. It also aims to interact with academic content: reading, writing, listening, and speaking.
With this, the pupils can apply the skills and strategies in reading and respond to the content of
text orally and in writing.

But on the previous Pre-Oral Reading Assessment conducted by the principals last July
7, 2017, it shows that 102 out of 443 pupils were recognized as struggling readers. And it was
very alarming on the part of the school.

That is why we implemented several strategies to help students uplift and enhance their
reading abilities. Last March 2, 2018, the school conducted a Post Oral Reading Assessment to
assess the reading ability of the pupils in different grade levels and shows that 61 out of 442 pupils
were considered as struggling readers. This means that they developed their reading abilities to the
best they can. The pupils exercise every day the Big Brother-Big Sister Approach, the 12:30
remedial reading program, Project DEAR (Drop Everything And Read). On the part of the teachers,
we attended seminars and SLAC Sessions that can be used in teaching reading.

ANALYN T. MADERAZO
Project GAPTDRA Team Leader

Republic of the Philippines, Department of Education, Region IV-A CALABARZON, Division of Batangas, District of Alitagtag
The pupils exercise the Brother-
Sister Approach every day to
enhance their reading abilities.

The school conducted LAC Session on Reading Ability


particularly the primary pupils in Muzon Elementary
School.

Republic of the Philippines, Department of Education, Region IV-A CALABARZON, Division of Batangas, District of Alitagtag
The pupils practice the 12:30 reading habit to lessen
the struggling readers.

The teacher teaches the pupils in reading every day to


enhance their reading ability.

Republic of the Philippines, Department of Education, Region IV-A CALABARZON, Division of Batangas, District of Alitagtag
School Heads and teachers attend seminars to
create colorful reading materials that will
motivate the pupils to read books.

Republic of the Philippines, Department of Education, Region IV-A CALABARZON, Division of Batangas, District of Alitagtag

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