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  • Narrative Report Crla-Intervention

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    ANA MAIA DACUMA
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    The document provides a narrative report on a reading intervention program conducted for struggling readers in Grade 3 at Jose Panganiban Elementary School. An initial assessment called the Comprehensive Rapid Literacy Assessment (CRLA) identified students needing light to moderate reading support in Filipino and English. These students received remedial lessons focusing on sight words, oral reading, and support from student mentors. A final CRLA evaluation found improved reading levels, with fewer students needing light intervention. The report concludes continuous reading practice at school and home helps enhance reading proficiency.

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    The document provides a narrative report on a reading intervention program conducted for struggling readers in Grade 3 at Jose Panganiban Elementary School. An initial assessment called the Comprehensive Rapid Literacy Assessment (CRLA) identified students needing light to moderate reading support in Filipino and English. These students received remedial lessons focusing on sight words, oral reading, and support from student mentors. A final CRLA evaluation found improved reading levels, with fewer students needing light intervention. The report concludes continuous reading practice at school and home helps enhance reading proficiency.

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    2K views7 pages

    Narrative Report Crla-Intervention

    Uploaded by

    ANA MAIA DACUMA
    The document provides a narrative report on a reading intervention program conducted for struggling readers in Grade 3 at Jose Panganiban Elementary School. An initial assessment called the Comprehensive Rapid Literacy Assessment (CRLA) identified students needing light to moderate reading support in Filipino and English. These students received remedial lessons focusing on sight words, oral reading, and support from student mentors. A final CRLA evaluation found improved reading levels, with fewer students needing light intervention. The report concludes continuous reading practice at school and home helps enhance reading proficiency.

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    © All Rights Reserved
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    of 7

    Republic of the Philippines

    Department of Education
    Region V-Bicol
    SCHOOLS DIVISION OFFICE OF CAMARINES NORTE
    Jose Panganiban East District
    JOSE PANGANIBAN ELEMENTARY SCHOOL

    NARRATIVE REPORT
    (Reading Intervention for Struggling Readers)

    According to the Author of English Expressway Book; “Reading is


    fundamental to function in today’s society, it is a vital skill in finding a good job
    and is important to develop one’s mind. It is a magical thinking to believe Janet
    Emig (1983) viewpoint of teaching that, “The pupils learned because we teach”
    and one of the important skills that has to be developed in children is Reading.
    It can open up new worlds and enriched lives. In most cases there will be no
    special regulations involved on earth, it is generic, practical or theoretical.
    Reading is important because words – spoken and written are building blocks of
    life. You are now the results of words you learned as read.
    Last September 23, 2021, sy 2021-2022, a school start – up assessment
    “Comprehensive Rapid Literacy Assessment (CRLA)” was administered to
    Grade three – Innovative which is composed of 15 males and 20 females
    through online platform wherein learners are tested individually. Its goal is to
    identify children who need additional support and how much. The assessment
    results helped the teacher to identify the child’s reading profile, which is Full
    refresher, Moderate refresher, Light refresher and Grade ready. The learners
    were given words, phrases and sentences to read in Filipino and English. At the
    beginning of the school year’s assessment, in Filipino, 1 learner fell in the light
    refresher, 4 in moderate refresher and mostly belonged in grade ready. While in
    English, 7 learners landed in light refresher and mostly were in grade ready.
    Part of this activity, after identifying the reading level of the learners, an
    intensified remedial lesson was conducted by the class adviser. Those who
    belonged to moderate and light refresher in English and Filipino were given
    activities as part of their reading intervention such as; words of the week, oral
    reading of the stories as well as basic sight words. Parents of learners who
    undergone reading intervention were informed by the teacher. There were also
    pupils who served as mentors called “little teachers” to those learners with
    difficulty in reading during the blended learning. Home visitation was
    conducted during the modular. The intervention had a time frame of October to
    May 2022.
    Before the school year ends, final evaluation of CRLA was administered
    to assess the learner’s reading level and comprehension conducted June 2022.
    This time, 5 pupils left in the level of light intervention in Filipino and 12 pupils
    in light intervention in English. Mostly of the learners belonged to level of -
    Meets Expectation.
    Indeed, a continuous practice of reading in school and at home is a great
    help to enhance the reading proficiency of the learner.

    Prepared by:
    ANA MAIA S. DACUMA
    Teacher III/Adviser

    Noted:
    ANTONIO A. MADERAL
    Principal II
    CRLA IN
    ACTION
    CRLA
    IN
    ACTIO
    N
    CRLA
    IN
    ACTIO
    N
    CRLA
    IN
    ACTIO
    N

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