Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Quezon
Lopez East District
SAN ANDRES ELEMENTARY SCHOOL
INTERVENTION PROGRAM
SY 2020-2021
I. Title of the Project
Teacher- Parent- Peer ( TPP) Reading Program
II. Rationale
Reading competency is a vital skill for a child to learn in his foundation age for the subjects
taught by teachers. Without this skill, the objective of delivering quality education becomes
pointless. Learning to read is an essential part of basic education. Reading, after all, is an
important gateway to the other disciplines. It has been said that reading is the primary
avenue to knowledge (Stern and Gould, 1995). It is the cornerstone of education and the
foundation of lifelong learning. Reading is a significant skill that learners should know.
Learners read texts for various goals from gaining information to enjoyment. Kim and
Anderson (2011) and Salehi, Lari, and Rezanejad (2014) expressed that reading
has a key role in completing all university courses.
San Andres Elementary School is situated in the mountainous area of Lopez,
Quezon, thus causing the pupils to walk hours through rivers, valleys, and hills. On
bad weather conditions, attendance became a problem and resulting to cases of
absenteeism, tiredness and inattentiveness to class discussions. Non-readers are
fruits of this misfortunes along with poor study habit, lack of parents’ support due to
their own illiteracy, and sometimes child-labor. Early grade non-readers affect the
over-all performance of the school. Cases of early grade non-readers hinder the
development of their performance both academically and emotionally. Without
appropriate intervention to address cases of non-readers in early grades, it will
dramatically affect the pupils until such time where they cannot perform properly in
school and in real life experiences.
Teacher-Parent-Peer ( TPP) Reading Program is an intervention program that aims
to develop the word recognition skills of the 1 st Graders using appropriate reading
materials suited for their age group. It is a strategy wherein given the reading
materials, teacher conducts class reading and then one- on- one tutorials during
remedial sessions. Then, given a reading checklist at home, parents will assist the
pupils in reading and sign corresponding checklist. Little teachers will lead the group
reading during recess and lunch time with equivalent point incentives. Reading is the
backbone of education and the foundation of lifelong learning. Learning to read in
first several years of school is essential to success in later grades and in life.
Students who read at high levels are more likely to stay in school. On the other
hand, students who struggle to read are more likely to struggle in other learning
areas and tend to retain in the same grade level. Without significant interventions,
those students who begin school behind their peers rarely catch up later. Despite the
“Every Child A Reader Program” initiative of the Department of Education, still,
teachers are faced with several students who struggle to read at their grade level.
This is the reason why DepEd remains steadfast in strengthening this initiative by
mandating all schools, school divisions, and regions to develop interventions to
address these reading issues.
III. Objectives:
The Primary Goal of Teacher- Parent- Peer ( TPP) Reading Program is to develop the word
recognition skills of Grade 1 pupils upon its utilization. It specifically aims to:
A. Determine the percentage of Grade I beginning readers before and after the
utilization of the TPP Reading Program
B. Uplift the reading abilities of pupils with word recognition skills difficulties
C. Instill camaraderie and empathy among pupils, teachers, parents, and peers.
IV. Key Players
San Andres Elementary School teachers
Learners
School Head
V. Plan of Action
A. Preliminary Activities
1. Identifying the reading levels in word recognition and reading difficulties of the
grade One pupils through the administration of Teacher-made Pre Test for Grade 1.
a. Non-readers
b. Slow-reader
c. Readers
2. Meeting with the parents, Little Teachers for information dissemination of the
project.
a. Individual tasks/roles
b. Reporting and documentation process
c. Schedule of enrichment program
d. Preparation of needed materials
e. Strategies to be used by the pupil mentors during their paired reading.
 Use of incentives during the mentoring session
 Use of Star and Very Good stamp
 Additional Points for achievement for both pupil and peer.
3. Selecting pupils who could serve as mentors based from the assessment
4. Pairing up pupil mentors and mentees
5. Train peer mentors on the specific structure of activities/strategies to be used
during the paired reading.
a. Use of praise during the remediation time.
B. Implementation of the project/program.
1. Teacher- Parent- Peer ( TPP) Reading Program
is done 30 minutes after lunchtime, from 1:00-1:30 pm.
2. Pupil mentor should record the dates, books and pages used during the
session in the Mentoring Record Sheet
C. Monitoring and Evaluation
1. Monitor the progress of the reading remediation sessions by listening to
mentees as they read the passage for the day.
2. Solicit feedbacks from pupil mentors and mentees.
3. Assess the effectiveness of the project using post test in Phil-IRI.
4. Evaluate the outcome of the project through a Descriptive- Evaluation
Inferential Method of research.
5. Provide narrative reports
ACCOMPLISHMENT REPORT
FINDINGS/RESULT
The findings revealed that after using Teacher- Parent- Peer ( TPP) Reading Program there
was an improvement in the reading performance of Grade Three pupils. The significant
difference in the reading level indicated that the percentage of non-reader from 100% to 10%.
Therefore, Teacher- Parent- Peer ( TPP) Reading Program is highly recommended to be used
by other teachers in their Remedial Reading Programs.
TABLE OF GRADE 1 BEGINNING READERS
GRADE
LEVEL
Grade 1
ENROLLMENT
Male
Female
Total
PRE-TEST ( TPP RESPONDENTS)
Male
Female
Total
9
20
9
11
11
20
7
PRE-TEST
20
3
11
20
0
PRE-TEST
MALE FEMALE TOTAL
The table and graph shows that 100% of the total enrolment are non-readers during the
conduct of Teacher-made Pre-Test, out of 20 enroled pupils all of them are Non-Readers 9
male and 11 Female.
GRADE
LEVEL
Grade 3
TABLE OF NON-READERS
ENROLMENT
POST-TEST
Male
Female
Total
Male
Female
Total
9
2
11
20
1
1
POST-TEST
2
1
1
2
PRE-TEST
0
MALE
FEMALE
TOTAL
The table and graph shows that out of 20 enrollment, 2 or 10% of them are Non-Readers in
English during the conduct of Teacher-made Post Test, 1 male and 1 Female. It shows that
Teacher- Parent- Peer ( TPP) Reading Program is effective in Grade 1.
CONCLUSION
With the tabular and graphical data presented, it can be deduced that this intervention program
can help uplift the reading ability of the Grade I Non- readers.
RECOMMENDATION
Teacher- Parent- Peer ( TPP) Reading Program is highly recommended simple intervention
program to be used inside the classroom. The friend willing to help may also be the SPG
Officers, Sibling school mate, and other intermediate fast readers.
It is also recommended that cooperation of teachers is highly encourage because this
intervention can also be applied to other grade levels.
Prepared by:
VIVIAN C. CABUNGCAL
Teacher II
Consultant::
Noted:
DOCUMENTATION
Reading Materials & IMs
Reading materials & IMs
REMEDIATION PROGRAM
REMEDIATION PROGRAM
REMEDIATION PROGRAM