Region VI- Western Visayas
Department of Education
Schools Division of Iloilo
Schools District of Cabatuan II
TUPOL ELEMENTARY SCHOOL
READING ACCOMPLISHMENT REPORT
FOR SY 2024-2025
General Information
A. Name of
READING IS FUN
Program/Projects/Activities
TUPOL ELEMENTARY SCHOOL
B. Date and Venue
40 Learners
C. Participants
3 teachers
The Reading is Fun Program is an initiative aimed at
D. Brief Description of the
Program/Projects/Activities addressing the literacy needs of non-readers and learners
at the frustration level.
This program was initiated in September 11, 2023.
There were 40 participants initially listed.
Teachers visited selected learners who struggled with
reading, providing tailored reading booklets. Learners
and teachers convened every Wednesday at their
respective puroks or meeting places for reading
sessions.
Each learner received personalized approaches based on
their specific literacy needs. It was evident that there
was an improvement in their reading skills
corresponding to their literacy level.
E. Objectives
The culmination program took place on Tupol
Elementary School. A formal ceremony was attended by
various stakeholders, including Brgy. Chairman Mrs.
Ma. Girlie G. Galindo, Education Committee Chair Mrs.
Leny P. Rando, the school principal, teachers, and the
learners. All learners were presented with certificates to
acknowledge their dedicated participation in the
program. They also received tokens such as notebooks,
pencils, and chocolates. Additionally, the teachers were
recognized with certificates for their diligent efforts in
assisting learners with reading difficulties. Following
the program, the reading coordinator organized a meal
for everyone.
a. Tackle the reading and literacy challenges faced by
students in the non-reading category and those who are
struggling learners during times of pandemics.
b. Offer novice readers various avenues for learning.
c. Ensure that all students achieve the status of readers
by the time they reach their designated grade level.
d. Elevate the reading proficiency of learners from a
state of frustration to independence.
F. Key Results
The selected learners with difficulty in reading were
from different stages. The tools used in determining
the improvement of their level in reading were EGRAARATA and PHIL-IRI.
Before Implementation
After Implementation
NonFrustration Instructional Independent
reader
0
25
15
25
The table shows that there is an improvement of the
learners’ ability to read.
Parents as the stakeholders of this program contributed
a lot. They were the one arranging the venue and
responsible for the cleanliness of the venue.
G. Photos
Prepared by:
ANNA MARIE L. VARGAS
Teacher III
Noted by:
GLENDA T. GUANZON
Head Teacher III