ASIGA Reading Program Proposal
I. Background / Introduction
Reading is the foundation of learning, and proficiency in reading directly influences
learners’ academic performance, critical thinking, and lifelong learning skills. However,
recent assessments using the Philippine Informal Reading Inventory (Phil-IRI) reveal that
many learners in Saliok National Technical-Vocational and Skills Training High School are
reading below their expected grade level.
For example, in the Phil-IRI English Pre-Test conducted during School Year 2025, results
showed that:
- In Grades 7 and 8, none of the learners performed at grade level, with the majority being
three levels below.
- In Grades 9 and 10, while a few learners achieved grade-level proficiency, a significant
number remain at the instructional or frustration level.
These findings highlight an urgent need to strengthen reading programs and interventions
to bridge these gaps. In line with the Department of Education’s (DepEd) ARAL (Academic
Recovery and Accessible Learning) Program, the school proposes the ASIGA Reading
Program. The name ASIGA is derived from a historical and cultural landmark in Saliok,
where people once gathered to collect salty water believed to contain iodine—a mineral
traditionally associated with sharpening the mind. This symbolism reflects the community’s
value for education and its belief that proper nourishment, both literal and intellectual,
strengthens learning.
Anchored in DepEd Order No. 14, s. 2018 (Implementation of the Phil-IRI) and the ARAL
Program framework, the ASIGA Reading Program aims to provide targeted interventions for
struggling readers, guided by evidence-based strategies and contextualized to the learners’
needs.
II. Objectives
- Improve learners’ reading comprehension and fluency across grade levels.
- Reduce the number of learners in the ‘frustration’ and ‘instructional’ categories of the Phil-
IRI.
- Develop learners’ confidence and motivation to read through engaging and contextualized
activities.
- Incorporate community support and cultural heritage to foster a culture of reading in
Saliok.
III. Program Components
The ASIGA Reading Program is composed of the following detailed components:
1. **Baseline Assessment (Phil-IRI Pre-Test):**
- Conducted at the start of the school year using Phil-IRI tools.
- Identifies the reading proficiency levels of learners (independent, instructional,
frustration).
- Serves as the foundation for planning interventions tailored to the needs of each grade
level.
2. **Reading Intervention Sessions:**
- Daily 30–45 minute sessions focusing on word recognition, fluency, and comprehension.
- Small group and one-on-one reading activities depending on learners’ reading levels.
- Use of varied reading materials (graded readers, local stories, ARAL modules).
- Differentiated tasks: phonics drills for struggling readers, comprehension questions for
those at higher levels.
3. **Peer-Assisted Reading:**
- Pairing of advanced readers with struggling readers (buddy system).
- Encourages peer mentoring, shared responsibility, and confidence building.
- Weekly peer reading activities monitored by teachers.
4. **Family and Community Engagement:**
- Orientation of parents/guardians on the importance of reading support at home.
- Distribution of take-home reading packets.
- Community reading corners (with local government and NGO support).
- Storytelling sessions involving elders to connect reading with local culture and oral
traditions.
5. **Teacher Capacity Building:**
- Training workshops on differentiated reading instruction and strategies aligned with
ARAL Program.
- Regular Learning Action Cell (LAC) sessions for sharing best practices and challenges.
- Provision of teacher guides and resource materials.
6. **Motivation and Enrichment Activities:**
- Monthly reading challenges and recognition of 'Most Improved Reader' and 'Reading
Champion'.
- Reading camps during breaks (Christmas, summer).
- Integration of reading with other subjects (content-based reading activities).
7. **Monitoring and Evaluation:**
- Regular tracking of learners’ reading progress through formative assessments.
- Quarterly review of reading scores.
- End-of-year Phil-IRI Post-Test to measure gains.
- Preparation of accomplishment reports for stakeholders.
IV. Implementation Plan
- **Target Learners:** All identified struggling readers based on Phil-IRI results (Grades 7–
10).
- **Schedule:** Reading intervention sessions integrated into remedial classes and advisory
periods.
- **Materials:** Leveled reading texts, Phil-IRI passages, contextualized stories, and visual
aids.
- **Personnel:** English teachers, subject teachers, and volunteer reading tutors.
- **Monitoring:** Quarterly progress reports and comparison of pre-test and post-test
results.
V. Expected Outcomes
- At least 30% of learners in Grades 7 and 8 will progress from ‘frustration’ to ‘instructional’
or higher by end of SY.
- Increased percentage of learners reading at grade level in Grades 9 and 10.
- Improved motivation and confidence of learners to read independently.
- Stronger community support and engagement in literacy development.
VI. Monitoring and Evaluation Matrix
Strategy/Activity Success Indicators Person Responsible Timeline
Baseline All learners Reading June - July
Assessment (Phil- assessed; baseline Coordinator /
IRI Pre-Test) data established Teachers
Daily Reading Learners participate Subject Teachers July - March
Intervention in 30–45 minute
Sessions daily sessions;
improved fluency
scores
Peer-Assisted Improvement in Teachers / Peer August - March
Reading Program reading fluency of Mentors
struggling readers;
active peer
engagement
Parental and Parents attend Teachers / PTA / Quarterly
Community orientation; home Barangay Officials
Engagement reading logs
submitted
Teacher Capacity Workshops School Head / Every Semester
Building conducted; teachers Reading
apply differentiated Coordinator
strategies
Motivation and Recognition of Teachers / Reading Monthly / Semestral
Enrichment readers; reading Coordinator
Activities camps held
Monitoring & Quarterly reports Reading Quarterly
Quarterly submitted; progress Coordinator /
Evaluation reflected in Phil-IRI School Head
post-test
References
Department of Education. (2018). DepEd Order No. 14, s. 2018: Implementation of the
Philippine Informal Reading Inventory (Phil-IRI).
Department of Education. (2021). ARAL Program Framework.
United Nations Educational, Scientific and Cultural Organization (UNESCO). (2016). Reading
in the 21st Century: Challenges and Opportunities.
