READING INTERVENTION PLAN

Department of Education
DIVISION OF DIGOS CITY

DIGOS CITY NATIONAL HIGH SCHOOL
Reading Intervention Plan
Project R.E.A.D.
Forward
(Revitalizing Education through Active Development.)
-DATE
I. General Program Information:
Program Title R.E.A.D. Forward: Revitalizing Education

through Active Development
Program The READ Forward program is designed to address

Description the growing need for improved literacy skills
among Grade 10 students at Digos City National
High School. In an era where proficiency in reading
is essential for academic success, personal growth,
and social mobility, many students face challenges
in developing the necessary reading skills to excel
across disciplines. By focusing on a structured,
research-based reading intervention, READ
Forward aims to support struggling readers and
equip all students with the foundational skills
necessary to thrive in their academic careers and
beyond.
Program Curriculum and Instructional Development

Contents/Compon Monitoring and Evaluation
ents
Duration Year-round
Management School Level

Level of Program
Delivery Mode Trainor will deliver school heads’ and teachers’

capability program with enough/appropriate
knowledge in teaching reading particularly in
developing the literacy domains amongst pupils.
Target Group Students who are identified as struggling readers

or are at risk of falling behind in reading proficiency
as indicated by:
 Low reading comprehension scores on
diagnostic tests
 Difficulty with vocabulary and fluency
 Struggles with reading comprehension in
core subjects
Criteria for Participation:
• Students who perform below the 50th
percentile on pre-program diagnostic assessments.
• Teachers' observations of students who need
additional support in reading to succeed
academically.
Program Teachers In-Charge

Management School Reading Coordinator
Team
Rationale:
“Every learner a reader” is one of the goals envisioned by the

Department of Education along with its dream of a quality education
under the K-12 Curriculum. Reading is an important skill for success in any
facet of life. Reading is more than simply picking out words on a page; it is
a process of critical thinking, which involves evaluating ideas and applying
them to everyday situations. Basic reading skills include vocabulary
acquisition, pre-reading strategies, textual comprehension, organizational
skills, and response techniques. Mastering these basic skills enables the
reader to increase his/her reading speed, comprehension, and overall
vocabulary.
In the Philippines, the ability to read and write is a priority, so any

effort by the government, organizations, or even private individuals to
promote literacy is celebrated. Shifts in the country’s education system
were rooted in structural changes and policymaking bodies throughout
history.
With the implementation of the new curriculum, the department

focuses on a learner-centered curriculum where learners are developed
and honed to become culturally aware and globally competent individuals.
To attain these visions, new programs and activities, one of which is the
Reading Intervention Program, are introduced.
This Reading Intervention Program which is lined with DepEd Memo

No. 39, 2012, Policy Guidelines on Addressing Learning Gaps and
Implementing a Reading and Writing Program, is an avenue for developing
learners' capabilities and capacities in all subject areas.
.
General Objectives:
By the end of the R.E.A.D Forward program, students are expected to:
1. Improve significantly in reading comprehension, as demonstrated
by higher scores on post-assessments.
2. Build and retain a broader vocabulary, applying new words in
their reading and writing.
3. Increase reading fluency with greater accuracy, speed, and
expression.
4. Develop critical thinking skills that allow them to engage deeply
with texts.
5. Cultivate a more positive attitude toward reading and become
more confident in academic discussions.
Program Structure and Methodology
1. Diagnostic Assessment (Week 1)
A pre-assessment will be administered to all students to identify their

reading levels and challenges. The diagnostic tools will include:
 Cloze Test: To measure vocabulary knowledge and reading fluency.

 Reading Comprehension Test: Includes multiple-choice and
short-answer questions on narrative and informational texts to
evaluate comprehension.
 Vocabulary Knowledge: A test of students’ ability to understand

and apply academic vocabulary.
 Teacher Observations: Teachers will complete reading logs to

track students’ reading behaviors (e.g., fluency, engagement,
comprehension).
Based on the results, students will be placed into tiered instructional

groups: Tier 1 (whole class), Tier 2 (small groups), and Tier 3 (individual
interventions).
2. Tiered Instruction
Tier 1: General Classroom Instruction (Whole Class)
 Content Focus: Whole-class lessons will focus on developing a

shared understanding of reading strategies, such as identifying
main ideas, summarizing, and making inferences. Materials will
include short stories, news articles, and excerpts from novels.
 Activities:
o Interactive Reading: Teachers will read aloud and engage

students in discussions to model comprehension strategies.
o Group Discussions: Students will discuss texts in groups,

practicing skills like summarizing and questioning.
o Think-Pair-Share: Students will think individually, discuss

their thoughts with a peer, and then share with the class.
Tier 2: Targeted Small Group Instruction
 Focus Areas: This tier will target specific areas where students are
struggling, such as comprehension, vocabulary, and fluency. Small
group instruction will cater to students with similar needs and will
allow for more focused attention.
 Group Composition: Groups will be no larger than 5-6 students to
ensure targeted support.
 Activities:
o Guided Reading: Teachers will use leveled texts that match

students’ current abilities, guiding them through reading and
questioning.
o Vocabulary Development: Each week, students will receive

a list of 10-15 new vocabulary words based on the texts they
are reading. They will create Vocabulary Journals, complete
with definitions, synonyms, and example sentences.
o Repeated Readings: To build fluency, students will read the

same passage several times, practicing expression, accuracy,
and speed.
Tier 3: Intensive One-on-One Instruction
 Focus Areas: This tier is designed for students who need the most
intensive support. Instruction will be highly individualized and
personalized based on student needs as identified in the diagnostic
assessments.
 Activities:
o Phonemic Awareness & Phonics: For students struggling

with basic decoding skills, we will use phonics programs and
activities to improve their ability to sound out words.
o Fluency Building: One-on-one reading sessions will involve

repeated readings of familiar passages to increase speed and
accuracy.
o Comprehension Checks: After reading, students will answer

comprehension questions that test their understanding of the
text at a deeper level.
3. Digital Learning Tools
Technology will be integrated into the program to supplement instruction

and provide students with personalized reading experiences.
 Digital Platforms: Students will use ReadTheory, Epic!, and

Newsela to access leveled reading materials, track their progress,
and participate in quizzes that assess comprehension.
 Audiobooks: Audiobook versions of texts will be available for
students who benefit from hearing the material read aloud, allowing
them to follow along and practice pronunciation.
 Interactive Vocabulary Tools: Tools like Quizlet will be used to

create digital flashcards and word games to reinforce vocabulary.
4. Reading Fluency and Vocabulary Development
 Weekly Vocabulary Lists: Each week, students will be introduced

to a set of academic vocabulary words drawn from the texts they
are reading. They will practice using these words in various contexts
through activities such as:
o Word Maps: Students will create word maps that include
definitions, synonyms, antonyms, and contextual sentences.
o Contextual Reading: Vocabulary words will be studied in the

context of the reading material, helping students understand
their meanings through application.
 Fluency Practice:
o Timed Readings: Students will participate in timed reading

exercises to improve reading speed and expression. They will
track their progress over time, aiming for improvement in both
accuracy and fluency.
o Read-Aloud Sessions: Teachers will hold read-aloud

sessions where students can practice reading with expression
and fluency in a supportive environment.
5. Reading Comprehension Strategies
 Guided Reading: Using graphic organizers like story maps, Venn

diagrams, and KWL (Know, Want to know, Learned) charts, students
will learn how to break down complex texts into digestible parts and
make connections.
 Questioning Strategies: Students will be taught how to ask both
literal and inferential questions, fostering deeper engagement
with the text.
 Summarization: After reading, students will summarize the main

ideas and key details to ensure comprehension and retention.
Curriculum and Instructional Development Component
1. Modified DLLs on each of the domains of literacy per key stage,

used by the teachers during school heads’ supervision of
instruction
2. Copies of formative and performance-based assessments used

by teachers during the teaching of the literacy domains
Program Evaluation and Feedback
 Formative Assessments: These will be conducted weekly or bi-

weekly to track student progress in reading fluency, comprehension,
and vocabulary.
 Summative Assessment: After six months, a post-assessment will
be administered to evaluate overall student progress and determine
if the program objectives have been met.
Feedback for Improvement: Both students and parents will

receive feedback on their child’s progress. Teachers will also
reflect on the program’s effectiveness and make adjustments
for future iterations
Expected Final Outcomes/Success Indicators:

By the end of the READ Forward program, students are expected to:
 Improve significantly in reading comprehension, as demonstrated by

higher scores on post-assessments.
 Build and retain a broader vocabulary, applying new words in their
reading and writing.
 Increase reading fluency, reading with greater accuracy, speed, and
expression.
 Develop critical thinking skills that allow them to engage deeply
with texts.
 Cultivate a more positive attitude toward reading and become more
confident in academic discussions.

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Department of Education

DIVISION OF DIGOS CITY

Reading Intervention Plan

Program Title R.E.A.D. Forward: Revitalizing Education

Program The READ Forward program is designed to address

Program Curriculum and Instructional Development

Management School Level

Delivery Mode Trainor will deliver school heads’ and teachers’

Target Group Students who are identified as struggling readers

Program Teachers In-Charge

“Every learner a reader” is one of the goals envisioned by the

In the Philippines, the ability to read and write is a priority, so any

With the implementation of the new curriculum, the department

This Reading Intervention Program which is lined with DepEd Memo

Program Structure and Methodology

1. Diagnostic Assessment (Week 1)

A pre-assessment will be administered to all students to identify their

 Cloze Test: To measure vocabulary knowledge and reading fluency.

 Vocabulary Knowledge: A test of students’ ability to understand

 Teacher Observations: Teachers will complete reading logs to

Based on the results, students will be placed into tiered instructional

Tier 1: General Classroom Instruction (Whole Class)

 Content Focus: Whole-class lessons will focus on developing a

o Interactive Reading: Teachers will read aloud and engage

o Group Discussions: Students will discuss texts in groups,

o Think-Pair-Share: Students will think individually, discuss

Tier 2: Targeted Small Group Instruction

o Guided Reading: Teachers will use leveled texts that match

o Vocabulary Development: Each week, students will receive

o Repeated Readings: To build fluency, students will read the

Tier 3: Intensive One-on-One Instruction

o Phonemic Awareness & Phonics: For students struggling

o Fluency Building: One-on-one reading sessions will involve

o Comprehension Checks: After reading, students will answer

3. Digital Learning Tools

Technology will be integrated into the program to supplement instruction

 Digital Platforms: Students will use ReadTheory, Epic!, and

 Interactive Vocabulary Tools: Tools like Quizlet will be used to

4. Reading Fluency and Vocabulary Development

 Weekly Vocabulary Lists: Each week, students will be introduced

o Contextual Reading: Vocabulary words will be studied in the

o Timed Readings: Students will participate in timed reading

o Read-Aloud Sessions: Teachers will hold read-aloud

5. Reading Comprehension Strategies

 Guided Reading: Using graphic organizers like story maps, Venn

 Summarization: After reading, students will summarize the main

1. Modified DLLs on each of the domains of literacy per key stage,

2. Copies of formative and performance-based assessments used

Program Evaluation and Feedback

 Formative Assessments: These will be conducted weekly or bi-

Feedback for Improvement: Both students and parents will

Expected Final Outcomes/Success Indicators:

 Improve significantly in reading comprehension, as demonstrated by

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