I. INTRODUCTION that they are reading.

That is why we implemented The table specifically showed that most of the
this project and remedial reading which also pupils were suffering frustrations in reading. Thus, an
Project TReaT (Tuburan Reading Technique) considered as one way of knowing and meeting the intervention must be implemented in order to deal this
is the reading project implemented by Tuburan needs of the learners. We encourage them to read problem to help our pupils perform better in reading
Elementary School, District II- Cluster III, Division and give assistance in terms of comprehension. for them to become a successful individual someday.
of San Carlos City, San Carlos City, Negros When pupils intends to improve their performance,
Occidental since 2015. they will be inspired to study that would enable
IV. INTERVENTIONS
Reading therefore is one of the potent them to perform better as they ordinarily do.
areas where the learners must undergo an
A. NON-READERS
appropriate design shall may be addressed or III. TABLES AND INTERPRETATION
utilized to develop the learners basic skills in  Working With Letters
reading. It is the teacher’s vital task to improve the The table below shows the summary of the  TSIS- Ten Same Initial Sound
quality of instruction to develop and help the slow WADIS-Words A-Day In School
Grade Sections Enrolment Score (Marka)
readers and readers at-risk to acquire basic SCORE ≥ 14 SCORE< 14  Letter Identification- Lower case
knowledge and skills in reading which could lead IV VENUS 15 3 12 and Upper Case
through the learning in the entire subject prescribed V SATURN 15 2 13  AWARE- Arrange Words
in curriculum. VI MARS 15 2 13 Alphabetically and Read
 Word Test (Dolch List)
II. RATIONALE Total 45 7 38  Word Wall
 Marungko Approach
Project TReaT is a reading program we Phil-Iri Group Screening Test in English by grade  Home Coaching
develop in every learner’s habitual style in learning level from grade IV to grade VI.
through reading. We use appropriate reading B. FRUSTRATIONS and
interventions for non-readers and frustrations which INSTRUCTIONAL
we believed are applicable for their basic needs for There were a total of 44 pupils enrolled in Grade IV,  UJWICS- Using Jumbled Words
reading literacy. For all we know that reading is the V, and VI this school year 2018-2019. 15 pupils In Constructing Sentences
key to skillful learning and better living. It is a enrolled in grade IV but only 3 pupils got the s22  Dolch basic sight words
project in which the mind and body of the learners pupils in grade V and 35 pupils enrolled in grade VI.  Peer Tutoring
were at rest after a fully recreation during lunch As for post test result, from grade II up to grade VI,  Shared Reading
break. By 12:45 p.m., pupils were gathered to do fortunately we got 0 or we don’t have nonreaders for  Small group focus in reading-
some reading. They relax their body system this school year. From 61%, we only have 42% Guided Reading
through reading as their mind inculcate by the ideas remaining pupils that belongs in frustration level in  Reading familiar Stories
they read as Oral reading and from 59%, we only have 24% in  Home Coaching
With regards to the result of the Phil-Iri Silent reading; from 24% in pretest, we got 36% of
 RUP- Read Understand and
pretest, we found out that most of the learners were pupils in Oral and 22% to 42% in Silent belongs to
Predict
identified at the frustration level in which we Instructional level; from 16% to 22% in Oral and 19%
consider it as a serious dilemma to deal with. to 34% in Silent reading belongs to Independent level
Learners under frustrations were having difficulties according to the post test result in Phil-iri both Oral
in comprehension and not able to recognize words and Silent reading this school year 2017-2018
V. RECOMMENDATION
Republic of the Philippines
Based on the Phil-iri pre-test results, Department of Education
Region VI-Western Visayas
we advised to implement the following Division of san Carlos City
actions; District II, Cluster 3

 Conduct a meeting with the parents

of the concerned pupils for them to TUBURANELEMENTARY SCHOOL
help in the development of the
project not only in school but at
home as well.
 Planning of the implementation of
the different interventions.
 Conducting research for
supplementary reading materials
and surf online for further
information and ideas to provide for
learners.
 Availability and provision of
Reading and Instructional materials
 Conduct reading remediation more
often than usual and integrate
reading to all subjects.

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Prepared by:

Sheila S. Pasilan
English Coordinator

Attested by:

Teoducia V. Limot
ESHT-III

Conformed by:
Sheila B. Tabuena
PSDS