ENHANCEMENT PROGRAM FOCUSING ON

INTENSIVE READING IN ESL TO BECOME

FULLY DEVELOPED IN THE COMPETENCIES

OF K-12 CURRICULUM

HERMINIA R. LARDIZABAL
Researcher
BACKGROUND OF THE STUDY
English language is a medium of communication
which helps the members of a community to
communicate and interact with one another. It involves
both verbal and non-verbal communication. Reading is a
nonverbal communication that enriches ones greater
understanding and vocabulary. However, two of the
major problems that Philippine high school education
faces are poor reading comprehension and lack of
mastery in English as our second language.
BACKGROUND OF THE STUDY

There is that 10 to 15% of the general school population

had experienced difficulty in reading. She said that
reading difficulties are the principal causes of failure in
school. Reading experiences strongly influence a student’s
feeling of competency. If not achieved, there could be
reading failure that may lead to misbehavior, anxiety, and
lack of motivation in comprehending any of the reading
materials in English (Paz, 2018).
BACKGROUND OF THE STUDY
Based on findings, students who are asked by their
teacher at least once a week to explain or support their
understanding of what they have read and those who are
asked to discuss various interpretations of what they have
read are more proficient readers than students who do
these things less often (Campbell, Donahue, Reese, and
Philips, 1996). Furthermore, students who are taught
cognitive strategies such as predicting question tend to be
have a greater advantage in comprehension.
BACKGROUND OF THE STUDY
This study relates to two main strands of the economics of
education and education literature. The first involves
interventions targeted at improving the reading abilities of
young children. A large number of programs in the Philippines
have focused on providing children with one-on-one or small
group tutoring in reading and the remedial reading program,
specifically those children identified as requiring remedial
attention, within this strand of literature, attention has also
been given to the use of computers, the differences between
in- or out-of-school classes, and the involvement of parents.
STATEMENT OF THE PROBLEM /OBJECTIVES

This study generally aims to create an enhancement program

focusing on intensive reading in ESL to become fully developed
in the competencies of K-12 Curriculum.
Specifically, it aims to:
1. Provide intensive examination which includes Oral Test and
Reading Comprehension Test.
2. Give orientation on the nature, scope, rationale of the remedial
reading to students and parents for familiarity and to stimulate
students love for reading.
SIGNIFICANCE OF THE STUDY

The goal of reading is to derive meaning.

Through this research, the teachers will
determine the appropriate and necessary strategy
to improve the reading comprehension skill of the
students. Most especially, this research will help
the students to meet the competencies of K to 12
Curriculum through intensive reading.
SCOPE AND DELIMITATION
This study focuses on the benefits of both explicit and
implicit comprehension instruction. The study characterize
explicit instruction, an outgrowth of direct instruction in
reading skills, as practice in strategies involving the whole
process of comprehension and consisting of explanation
and demonstration, guided and independent practice, and
discuss of when to perform a particular strategies. It also
characterizes implicit comprehension instruction,
stemming from the whole-language tradition, as practice
with reading and writing that involves student’s choice,
interest, and purpose.
PHILLIPINES PUBLIC SCHOOL READING PROGRAM

This study relates to two main strands of the economics of education

and education literature. The first involves interventions targeted at

improving the reading abilities of young children. A large number of
programs in the Philippines have focused on providing children with one-
on-one or small group tutoring in reading and the remedial reading
program, specifically those children identified as requiring remedial
attention, within this strand of literature, attention has also been given to
the use of computers, the differences between in- or out-of-school
classes, and the involvement of parents.
METHODOLOGY
Different kinds of strategies will be necessary
to improve the performance of children in
general, of those with mild reading difficulties, of
those with serious reading difficulties, and of
those who are dyslexic. There is a great deal we
can do now on all of these including:
1. Base education decisions on
evidence, not ideology.
It is time to call off the endless reading wars. As the
review of research presented earlier clearly demonstrates,
there is validity to methods derived from many different
philosophical bases. Children need explicit, systematic
instruction in phonics and exposure to rich literature, both
fiction and nonfiction. At all times, developing children’s
interest and pleasure in reading must be as much a focus as
developing their reading skills.
2. Promote adoption of texts based on
the evidence of what works.

Historically, reading textbooks have been adopted

primarily based on criteria that have little to do with
evidence: attractiveness, cost, supplements.
3. Provide adequate professional
development.

Better books will not in themselves lead to better

readers. Teachers and paraprofessionals must receive
quality staff development on instructional strategies.
 ACTION PLAN ON READING INTERVENTION FOR STRUGGLING READERS (RISR)
A one week remedial reading program intended to make the struggling readers be proficient readers
S.Y. 2015-2016

Phases of the Activities Personal Time

Goals Objectives Resources Needed Success Indicator
institutionalization strategies involvement Frame

Phase I:

Pre-Implementation 1.To provide INTENSIVE 1.Selection and Principal, Head Teacher in Exam (Test Questionnaire) January 2016 Level of Support to the

examination which Classificat`ion of students English, Grade 7 Teachers, Program

includes Oral Test and who will undergo on the and Remedial Reading
SELECTION
Reading Comprehension one-week Remedial Reading Teachers
(Conceptualize of the
Class
Test
Remedial Reading and
Remedial Reading Teacher,
Selection of Remedial Reading
Students, and Parents
Class)
2.To give orientation on
2. Information Letter to Parents Contact
the nature, scope,
dissemination and Number Level of Acceptability
rationale of the remedial
ORIENTATION Orientation of parents and 1st week of
reading to students and
(Orientation and Introduction students through letters April 2016
parents for familiarity and
and personal conversation.
of the one-week remedial
to stimulate students love
reading program)
for reading.
Instructional Strategies and Evaluation
of Student Progress
Word bank. This strategy was used to build their
sight vocabulary. Since sight vocabulary knowledge
is closely related to comprehension, words not
known were taught to demonstrate proper usage of
words in context. In this strategy, the following steps
were used: (1) the tutor wrote 700 instant words on
note cards. (2) They read 100 words every time.
 Instructional Strategies and Evaluation
of Student Progress
Compound match: This strategy was used to provide them the
opportunity to identify inflectional endings, root words,
contractions, possessives, and plurals. They learned to say
compound words with two or more parts. It was a good activity
for them to practice long word recognition. In this strategy, the
following steps were followed: (1) The tutor prepared a short
Passage. (2) The tutor printed compound words (less than 10
words) on strips of construction paper and cut the strip of paper
into two small words using a zigzag motion. (3) They read the
passage.
PEER TURORING
 Student’s Background

Student name: JOY YANTO ESTRADA Student name: ODESSA QUINQUITO MAGADIA
Age: 17 yrs. Old
Age: 17 yrs. Old
School: CABAY NATIONAL HIGH SCHOOL
School: CABAY NATIONAL HIGH SCHOOL

READING LEVEL: Frustration Level

After the Peer Tutoring READING LEVEL:: Frustration Level
READING LEVEL: INSTRUCTIONAL Level After the Peer Tutoring
READING LEVEL: Instructional Level

Instruction period: From January – April 2016

Instruction level: From Frustration level –
instructional level
Identification: Joy is a regular student of Cabay National
High School, an outgoing seventeen-old girl who is a regular
student.. According to her age, she should be a grade 12
student by now. Joy lives with her mother and three younger
sisters. She stopped from schooling because of financial
problems. She enjoys reading, playing games, cooking, and
going to church. The mother reads aloud to her children every
day at least thirty minutes. There are some books on their
home. According to her, the family also spends at least thirty
minutes each day on the couch or each every evening in bed
reading as the peer tutoring starts.
 Throughout the peer tutoring sessions, she was willing to
cooperate, although she has a slight tendency to reverse letters and
has difficulty reading anything that she is not interested in.

She loves to read science-related materials whenever possible.

She wants to be a teacher. During the testing of reading
comprehension of expository passages, she answered the
critical/creative questions with her rich prior knowledge and high
interest. She is aware that she is not a good reader and she needs
peer tutoring to improve her reading ability and comprehension
skills.
Identification: Odessa is a regular student of Cabay National High School,
shy type seventeen-old girl. She studies only at school. According to her age,
she should be a grade 12 student. Odessa lives with his mother and father and
three younger sisters. She stopped from schooling because of financial
problems. She enjoys reading, playing games, cooking, going to the church,
and so forth. Throughout the peer tutoring sessions, she was willing to
cooperate, although she has a slight tendency to reverse letters and has
difficulty reading anything that she is not interested in. She loves to read
science-related materials whenever possible. She wants to be a teacher.
During the testing of reading comprehension of expository passages, she
answered the critical/creative questions with her rich prior knowledge and
high interest. She is aware that she is not a good reader and she needs peer
tutoring to improve her reading ability and comprehension skills.
RESULTS AND DISCUSSION
Reading Strengths
1. They show potential to become a good reader. Their ability
to self-correct words and sentences and misread indicates that
they monitor their reading and realizes their disabilities. When
they read, they sometimes skip the words that they does not
understand and keeps going to the end of the sentence, and
then they goes back to see if they can get more sense about the
words. This indicates that they are aware of what a good
reader does, i.e., going back to the beginning of the sentence
in order to correct it.
RESULTS AND DISCUSSION

Reading Strengths
2. They are able to use context and syntax to identify
unfamiliar words in some settings. When they are
reading, they usually use context clues to guess at
some unknown words. It seems that they also uses
syntax to help identify unknown words.
RESULTS AND DISCUSSION

Reading Strengths
3. They have the capacity to understand and explain
written material. Their performance on the PHIL IRI,
indicate a higher listening comprehension level than
reading comprehension, suggests that they had difficulty in
decoding words. Since they didn’t reach frustration until
level 3, it is clear that they have the capacity to understand
and explain written material but lacks decoding skills
necessary for reading comprehension.
 RESULTS AND DISCUSSION
Reading weaknesses
1. Their weak area lies in phonetics, specially blending sounds together.
Although they can read most single-syllable sight words, they usually
show difficulty to read long words that are more than three parts. They
should be provided with suitable materials and encouraged to practice
repeated reading.
2. They cannot write a lot of words. During testing, I found that he even
could not completely write down his last name.
3. Finger-pointing when they are reading aloud, although an aid in helping
him focus on his reading, is an area that needs to be worked on. This is
because of his tendency to cover some of the words in the passage.
CONCLUSION
The above signed students who undergone peer tutoring
is firmly only some of the students who need peer tutoring
or either remediation program. Students may have
individual differences but the competencies and
learnability they should inculcate attained should be the
same. The researcher believes that assessing student’s
needs in language and instruction is a must to do, then
pick up the appropriate approach and remediation that will
suit to remediate his lacking abilities.
CONCLUSION
The research focuses on the enhancement of the four macro
skills through intensive reading give ways to the substantial
program for remedial reading and comprehension drills. The
research will give you an overview of some learner’s
deficiency and the intended program for remediating the
students.
Nowadays, assessing the students’ strengths and
weaknesses will define the learner’s profile, a way to access
their learning using their cognitive skills in decoding printed
materials.
RECOMMENDATIONS
1. Sustained silent reading/ DEAR (Drop everything and read) time
Drop everything, pick up a good book, magazine, or newspaper, and spend some time
devoted to reading every day. Try to get Mom and/or your younger sister to do this with
you. The more reading you do, the better at it you will become.
2. Memory/Concentration
Play this activity on your own, or with your friends. Only, instead of using pictures, use
the sight words or instant words we have been practicing. This way you can play and
learn the words at the same time.
3. EGRP: Elaborated guided reading procedure
This strategy is particularly useful since it will help you monitor your own
comprehension in challenging and fun way. You can even keep points to see how many
predictions were correct and questions were answered in his reading. Perhaps you could
ask your mom to establish a reward system for a number of correct predictions and
SUMMARY
The study is used to diagnose students with learning disabilities and
deficiency in comprehension skills. There are some factors that greatly affect
the learning abilities and skills of the students. The said changes are entirely
affected by reading habits of the students, fitted instructional materials of the
students, proper remediation program suited for the differentiated disabilities
of the learners.

CONCLUSION
The research focus on the enhancement of the four macro skills through
intensive reading give ways to the substantial program for remedial reading and
comprehension drills. The research will give you an overview of some learner’s
deficiency and the intended program for remediating the students.
Nowadays, assessing the student’s strength and weakness will define the
learner’s profile, a way to access his learning using his cognitive skills in
decoding printed materials.
Example 2:

Remembering
Benjamin Button
Example 2:
Thank you!