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PS: I LOVE READING

  • Providing a standardized steps on how to conduct reading among learners and creating a standardized material to use in teaching reading helps the teachers in conducting remedial reading sessions in an easier way for they already   know what to do.
  • Monitoring and evaluating the progress of the CI project helps the CI Team to think more and deeper about how to make the CI project implemented smoothly and successfully.
  • The ability to read and comprehend plays an important role to the growth and development of learners.

PROJECT G.E.A.R

To read is to expose to new things, new information, new ways to solve problems and new ways to achieve goals. Reading helps a reader to develop into a better person, thus, improving his/her capability to communicate well, to understand the world more, and to have a greater understanding on the text and topic that interest him/her.

Every Child A Reader Program (ECARP), is a national program that addresses the thrust of DepEd to make every Filipino child a reader at his/her own level.  To support this program, Tonsuya Elementary School designed a reading program that will answer its prevailing problem on numerous non-readers and poor comprehension level of pupils for grades two to six.

Based on the pre-test of Phil IRI S.Y. 2016-2017, out of 3, 101 pupils, 497 or 16% are non-readers from Grades 2-6.

Reading is one of the Projects of a school and undergone in many CIs. The project aims to uplift the level of the learners from frustration readers to instructional readers.

GEAR Reading Program is conducted weekly within the “Beginning Readers” category by the Grade One teachers (on the second semester) and Grade Two teachers through phonological awareness activities such as the Phonics Instruction; and within the “Nurturing Readers” by a Reading Teacher from Grades Three to Six during their English classes for 10 minutes using Developing Reading Power   as their reading material. Remedial reading for the non-readers is to be scheduled once a week by the teacher-advisers and English-reading teachers, with the use of school-customized reading intervention materials such as the Phonics Instruction.