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Department of Education

Region VI-Western Visayas


SCHOOLS DIVISION OF ILOILO
Luna St., La Paz, Iloilo City
JAYOBO NATIONAL HIGH SCHOOL
Jayobo, Lambunao, Iloilo

NARRATIVE REPORT
DEAR (Develop Excellence, Accelerate Reading)
Remedial Class
2018-2019
1. Objective(s)
This project aims to determine the impact of having remedial class among the selected
learners of Grade 7 non readers and slow readers in English. Remedial class was designed for
those learners who have learning problems and difficulties that prevent them to masters some
skills in English, mostly in their reading comprehension. DEAR aims to contribute support and
increase the academic growth of low achieving learners in reading. Thus, it offers opportunities
to those children to acquire improvement in their reading skills.
Therefore this program sought to examine the impact of remedial classes on the performance
of selected learners from Grade 7 low achievers in reading and an attempt to recognize the way
these classes work and to the extent to which those classes affect the learners performance.
2. Target group(s)
Among 228 learners in Grade 7, we identify only those learners who have difficulty in
their reading and comprehending words, and we came up with 43 learners from Grade 7
Copernicus , 15 frustrated readers, 12 instructional readers and 16 independent readers, for Grade
7 Mendel we identify 3 frustrated readers, 26 instructional readers and 13 independent readers a
total of 42 learners . They were remediated based on the matrix of activities provided. By means
of this kind of activity, they were given another chance to improve themselves and to go along
with their teacher. This is also beneficial to the teacher for if there are improvements in this class
it can help them control those who are late learners.
3. Description of Methodology
There were 85 learners from Grade 7 were given allotted time for remediation, To improve
the proficiency of learners, they were evaluated during their entrance exam with an interview in
English, reading in English and solving in Mathematics and it was found out that based on the
percentage of the reading there were non readers and slow readers that need attention.

For the month of July, list learners were identified that will undergo remediation and July –
August 2018 start of showing mastery in alphabet, spelling and syllabication of words.
4. Description of activity
In this view it shows that those selected learners who are included in the remediation
experience suffering in identifying the pronunciation of words. They are opt to choose doing
according to their will rather than the will of their teacher.
Thus, students were given an intended time to one on one reading using Phil IRI, the
main point in this was to evaluate them up to the extent which they can show mastery in
alphabet, spelling and syllabication of words.
Students were tested and place in reading mastery, that teach phonemic awareness and
sound letter correspondence, and then teach them how to sound out and blend words which they
practice reading in decodable text in building fluency.

5. Analysis and evaluation of the activity results

Remedial class is still ongoing process, we cannot immediately achieve what we want to
achieve for the reason that students needs full support that they can improve in their
difficultylevel. We used to let the students understand that having remediation is not a hindrance
or a shameful act but it is to let them understand that it is a great opportunity to all of them that
they are going to have remedial class to expand their learning. At the end of this we measure
student’s growth in word-level reading skills, their growth in vocabulary and comprehension. As
far as my observation, students having remedial classes are more excited to read books and using
Phil IRI.
Nothing is impossible as long as the person intended has the eagerness to learn and to
cope with the difficulties he/she experience, although some of the objectives was not achieved
but the eagerness and passion in learning is visible. Learning is unending process, when you are
going to read you learn, when you are going to have conversation with others you learn, that is
why learning is visible as long as the person wanted to learn. We cannot avoid the fact that we
encounter consequences that can affect the schedule of classes but still learning is on going..
With this we as a remedial teacher we presumed that from the session that we have,
students find means in applying everything that they’ve learned in the session.

6. Suggestions
Learning problem are wide and diverse but the big and severe problems, they often lead
to low achievement of dropping out, it is more important that remediation must affect or change
the classroom practices. One area of concern I have , majority of students do not know how to
decipher good information from irrelevant information, yet even though that some other others
understand all of the words in the sentence they have no idea what they are reading.
Based on my own findings, teachers should give more emphasis to remedial education
techniques while teaching, and cooperate with remedial teacher to help non reader and slow
reader to make progress in their achievement. It is also more important the involvement of
parents to follow up their child at home and to be a part of the success of the program.
With regard to evaluation and assessment, as of now it is in the progress, most of the
students who are under remediation tend to follow the order of the class. They are showing the
eagerness to learn and understand. By all means, despite of lack of time we still manage to
continue the remediation.

Prepared by:

SHALLAH MAE l. FIGUEROA


DEAR Project Team Leader

Checked by:

LOLITA L. TINAMBUNAN
Head Teacher III/ Department Head

Noted:

ARNALDO C. MARQUILLERO
Head Teacher III/ Officer-in-Charge