The document outlines an action plan for a one-week remedial reading program at San Matias High School for struggling readers during the 2014-2015 school year. The plan has three phases: pre-implementation, implementation, and post-implementation. In the pre-implementation phase, students will be selected for the program and oriented through testing and parent meetings. During the implementation phase, students will participate in reading activities and interventions to improve their skills over four days. A pre-test will assess their starting level. Post-implementation will evaluate the students' progress with a post-test to determine the program's effectiveness. The goal is for struggling readers to become proficient through this intensive, short-term program.

1. Department of Education
Region III, Division of Pampanga
San Matias High School
Sto. Tomas
ACTION PLAN ON READING INTERVENTION FOR STRUGGLING READERS (RISR)
S.Y. 2014-2015
(A one-week remedial reading program intended to make the struggling readers be proficient readers)
Phases of the
Institutionalization
Goals/Objectives Activities/Strategies Persons
Involved
Resources
Needed
Time
Frame
Success
Indicator
Phase I:
Pre-Implementation
SELECTION
(Conceptualization of
the Remedial Reading
and Selection of the
Remedial Reading
Class)
ORIENTATION
(Orientation and
Introduction of the
one-week remedial
reading program)
1. To provide
entrance
examination which
includes Oral Test
and Reading
Comprehension Test
2. To give orientation
on the nature,
scope, and rationale
of the remedial
reading to students
and parents for
familiarity and to
stimulate students
love for reading.
1. Selection and
Classification of
students who will
undergo on the one-
week Remedial
Reading Class
2. Information
dissemination and
Orientation of parents
and students through
letters and personal
conversation.
Principal, Head
Teacher in
English, Grade
7 Teachers,
and Remedial
Reading
Teacher
Remedial
Reading
Teacher,
Students, and
Parents
Entrance Exam
(Test
Questionnaire)
Letter to Parents
Contact Number
January
2014
1st
week of
April 2014
Level of Support
to the Program
Level of
Acceptability
Phase II:
Implementation Proper
CONDUCT
(Actual
Implementation of the
Remedial Reading
Program)
1. To assess the
reading level of the
students through
giving Pre-Test
1. Assessment of
students’ reading level by
giving Pre-Test
Remedial
Reading
Teacher, and
Students
Pre-Test
Questionnaire
Photocopies of
Story
Oral reading of
the story
Answering of
comprehension
questions
April 21,
2014
(first day)
Reports on
Reading
Diagnosis

2. 2. To increase the
reading proficiency
of students by
presenting engaging
activities
3. To encourage a
sense of personal
responsibility for
one’s own progress.
2. Adoption of
Reading
Intervention such
as:
 Word Wall
 A Page A day
 SRA
3. Embracing
reading even at
home with the
guidance of the
parents, sisters,
or brothers, etc.
Remedial
Reading
Teacher, and
Students
Student and
Relatives
a. Basic Sight
Words Flash on the
Wide screen
b. SRA kit and
power builders
c. word game:
Scrabble
d. viewing of
reading activities/
exercises
Reading short
fables and legends.
April 22-
24, 2014
(second,
third,
fourth
day)
April 21-
24, 2014
Maximum
Participation of
the students
Satisfactory in
Analytic Scoring
Rubric
Phase III:
Post-Implementation
FINAL EVALUATION
(Diagnosis)
1. To evaluate the
improvement of the
students’ reading
proficiency
1.Evaluation of students’
reading level
Reading
Teacher and
Students
Furnish Post Test:
Oral and Written
Reading Test
April 25,
2014
Report on Mean
and Proficiency
Level