2. Rationale
The global pandemic slowed the academic progress of learners which created
learning gaps among them most specially those who fall on the lower scale of
knowledge and skill acquisition. As the pandemic continues, learners who have
stayed in the comfort of their homes still need to achieve and acquire the needed
competencies and skills without the presence of the teachers. Several academic
problems have sprouted as a result of this phenomenon and one problem lies on
one of the most crucial skill a learner must master—reading.
With this, Bulahan Integrated School aims to eradicate this dilemma by
implementing a school-based reading program. This program aims to address poor
reading performance of the learners through going back to the basic components of
reading mainly phonemic awareness, phonics, word decoding, fluency, vocabulary
and comprehension.
3. Objectives
This learning recovery plan aims to:
1. identify learners with poor reading
profiles anchored towards Phil-IRI
assessment method
2. improve reading performance among
learners which leads in addressing
learning gaps
3. develop love for reading and its
importance as the foundation of other
learning skill acquisition in contribution
for nation building in the near future
4. Project CNR (ROX Reading Program)
Project CNR is a highly effective, short-term
intervention of one-to-one tutoring for low-achieving
pupils/students and for struggling readers to be on par with
proficient readers of the class. This reading initiative employs
a “pull out scheme”. Struggling readers, as diagnosed through
Phil-IRI, shall report to the reading clinic during the agreed
schedule for an intensive instruction/session under a trained
reading teacher. A class of 20 learner, as maximum, is
organized. More classes may be organized depending on the
number of struggling readers and the capacity of the school to
conduct reading sessions
5. Pull Out Scheme
Individual pupils receive a half-hour to one-hour
lesson each school day for 12 to 20 weeks or more from a
specially trained reading teacher. During the pupils’/students’
common schedule, reading sessions are done at the reading clinic
without sacrificing their schedules in other learning areas.
6. One Component A Week: A Reading
Enhancement Program
At the start of this intervention, Elementary pupils who are
under frustration level go through over the basic components of
reading starting from the phonemic awareness of each alphabet,
sound blends, word decoding. Once the basics are mastered by the
learners, the teacher then proceeds to vocabulary, comprehension
and fluency. Each component is covered for an entire week—one
hour each day— and proceeds to the next one once the success
indicator is attained. The teacher does not proceed to the next
component if preceding one is not mastered by the learners. When all
components of reading are mastered, a selection is provided by the
teacher for the learners to read repeatedly for the whole week. An
assessment tool is used on the fifth day to check comprehension of
learners. This intervention also applies
7. One Learner A Day: A 30-minute Oral Reading
for Junior High School Students
This intervention is focused primarily on junior high school
students who are identified as readers under frustration level
according to the Phil-IRI assessment tool. Based on the teachers’
anecdotal record, it is found out that certain learners have difficulty
in the basic components of reading such as phonemic awareness,
blending and word decoding. Due to this, the school comes up with
an intervention intended for such learners. The teacher will focus
on one student a day for 30 minutes and administer one basic
component for a week and does not proceed to the next unless
such component is mastered by all struggling readers.
