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1. Republic of the Philippines
Department of Education
Region X
Division of Lanao del Norte
Bacolod District
ESPERANZA ELEMENTARY SCHOOL
ACTION PLAN ON READING INTERVENTION FOR STRUGGLING READERS (RISR)
S.Y. 2018-2019
(A Whole year remedial reading program intended to make the struggling readers be proficient readers)
Phases of the
Institutionalization
Goals and
Objectives
Activities/Strategies Persons
Involved
Resources Needed Time Frame Success
Indicator
Phase I: Pre-
Implementation
SELECTION
(Conceptualization
of the Remedial
Reading and
ORIENTATION
(Orientation and
Introduction of the
one-week
remedial reading
program)
To assess the
reading level
of the students
through Phil-
Iri
2. To give
orientation on
the nature,
scope, and
rationale of the
remedial
reading to
students and
parents for
familiarity and
to stimulate
students love
for reading.
Assessment of students’
reading level by Phil-iri
1. Selection and
Classification of students
who will undergo on the
whole year Remedial
Reading Class
2. Information
dissemination and
Orientation of parents and
students through personal
conversation.
Remedial
Reading
Teacher,
and
Students
Principal,
Teacher in
English,
Filipino
Grade __
Teachers,
and
Remedial
Reading
Teacher
Phil-Iri Materials
Letter to Parents
Contact Number
July 2018
July 2018
Reports on
Reading
Diagnosis
Level of
Support to the
Program
Level of
Acceptability

2. Phase II:
Implementation
Proper
CONDUCT
(Actual
Implementation of
the Remedial
Reading Program)
Teach the
pupils to
recognize,
sound and
form the 26
letters of the
alphabet-
upper and
lower cases
To develop
social, motor
and other
Readiness
skills
To develop
phonemic
awareness
Teach the four skills of
Phonemic Awareness
- Rhyming Sounds
- Blending Sounds
e.g. b-a-t
-Matching Sounds
-Segmenting Sounds
Remedial
Reading
Teacher,
and
Students
Remedial
Reading
Teacher,
and
Students
Remedial
Reading
Teacher,
and
Students
flashcards/chart
flashcards/chart
flashcards/chart
books
July 2018
July-
August.2018
August-
Sept.2018
pupils can
hear and
recognize
words with
the same
initial sound
and words
with the
same ending
sound
 Pupils can
hear a word
and clap the
number of
syllables

3. To develop
skills in
decoding
 Decode words by
word families
- short vowel
sounds short e, a,
i, o, u in CVC
pattern
- long vowel words
with silent e
ending in CVCe
pattern
- words with vowel
diphthongs ay, ai,
oa
- consonant
digraphs ch, sh
- consonant blends
(initial and final)
consonant clusters
 Decode words
- Word sorting and
hunting
- Reading/writing
rhymes
- Manipulation of
onset/rime
Building words and
manipulating their
beginning, middle and
ending phonemes using
finger and blocks
Remedial
Reading
Teacher,
and
Students
Remedial
Reading
Teacher,
and
Students
chart,flashcard,big
books,small books
chart,flashcard,big
books,small books
October -
December
2018
January-
February
2018
 Pupils can
sound, blend
and read
words in
CVC, CVCe
, CVCC
pattern
Pupils can
read
phrases,
sentences, a
3-5 sentence
story and
answer
questions
about the
story
 Pupils can
sort and hunt
words
 Pupils can
read and
write rhymes
 Pupils can
manipulate
phonemes to
build words

4. To encourage a
sense of
personal
responsibility
for one’s own
progress
Embracing reading even at
home with the guidance of
the parents, sisters, or
brothers, etc.
parents,
teacher,
pupils,
relatives
Maximum
Participation
of the
students
Phase III: Post-
Implementation
FINAL
EVALUATION
(Diagnosis)
1. To evaluate
the
improvement
of the
students’
reading
proficiency
1.Evaluation of students’
reading level
Remedial
Reading
Teacher
and
Students
Furnish Post Test:
Oral and Written
Reading Test
through Phil Iri
March, 2018 Report on
Mean and
Proficiency
Level
Prepared by: MARISSA C. BALONGKIT
Remedial Reading Teacher
Noted by: Claribel G. Crisol
principal