The PREACH program at Basag National High School aims to enhance students' reading comprehension and word recognition through activities like reading short texts and answering comprehension questions. It seeks to develop students' reading skills in recognition and comprehension. An assessment found 54 students were struggling readers, and after interventions 47 students remained at that level, hindered by pandemic disruptions and students spending less time reading and more time on gadgets. The school provided reading materials and tutoring to help struggling readers and strengthened school-home partnerships during the pandemic.

1. BASAG NATIONAL HIGH SCHOOL
Promote Reading Enhancement Activities for Continuous and Holistic
education

2. Rationale of the Program
Reading is a key variable in the process of learning. We acquire various information
through reading. The development of the reading skill of an individual is continuous if
he/she practices the habit of reading. It is one of the major macro skills that needs to be
enhanced thus it needs to be taught in a thorough manner.
Regardless of the educational aspiration of the DepEd that has focused on how to
ensure all learners must become adequate readers, the rate of reading failure remains high.
There is a growing incidence of non-readers and frustration level readers in public schools
around the country. Many reading remediation programs were developed to cater the said
problem of reading.
To help the learners with reading difficulties of Basag National High School, a
reading intervention program was created. Promote Reading Enhancement Activities for
Continuous and Holistic education (PREACH) an intervention reading program seeks to
enhance reading comprehension and word recognition level of students through activities
such as reading short text and answering comprehension tests. These activities tended to be
teacher-directed and focused students learn literacy skills by engaging in the use of those
skills.

3. Goals and objectives
seeks to enhance and develop the reading level of
learners in both recognition and comprehension level through engaging
them to varied reading experiences. It helps also to encourage a sense of
personal responsibility for one’s own progress.

4. Current Situation

5. Brigada Pagbasa Results
Grade Level No. of Frustration
G7 28
G8 17
G9 5
G10 4
G11 0
G12 0
TOTAL 54
There are 293 students who participated the
Brigada Pagbasa as baseline, and we identified 54
students who belonged to frustration level.

7. Assessment

8. Second quarter Results
Grade Level No. of Frustration
G7 25
G8 14
G9 4
G10 4
G11 0
G12 0
TOTAL 47
During the second quarter reading assessment, 47
students out of 54 students remained at the frustration
level.

9. Hindering Factors
 Distance- Students have been away from schools and
their teachers because of pandemic therefore
monitoring of students’ reading achievement has been
reduced.
 Pandemic disruptions- Disruptions
caused by the pandemic leads to
learning losses. Students who are
unable to concentrate on their studies
require help from their teachers. Aside
from that, pupils are prone to getting
enticed with their gadgets , and their
reading practices are being neglected.

10. Recommendation
Providing effective and high-quality education has become a
major concern because of the pandemic. Despite the fact that the
pandemic has altered the face of education, it has offered teachers
and educators with a unique opportunity to expand on and develop
best initiatives and practices that could help learners develop their
reading skills. Regardless of the challenges, teachers must have a
heart full of perseverance in order to continue educating our
students with zeal, and inculcate the importance of reading to
achieve academic success.

11. Intervention
The school had implemented initiatives to assist the struggling
readers, such as:
 Provide reading materials for struggling readers to be read at home
 Repeated readings through tutoring
Word games
Provide audio materials

12. MOV’S

13. During the Brigada Pagbasa conducted by the school last
August 18, 2021, numbers of stakeholders joined the
orientation. Reading materials were given to the parents who
attended the orientation, and there was reading activity being
held.

14. Pandemic has shown us that parental involvement is necessary on imparting
knowledge and building the students’ reading skills. The school/ home partnership on
delivering education is strengthened.

15. Teachers PABASA Students who lack of
internet at home and
gadgets spared their time
at school to participate in
the reading session, it was
being done observing
with proper health
protocol.

16. Home Visitation
Teachers did home visitation to best monitor the progress and productivity level of
students in terms of the learning outcomes.