Project TUTOK BASA
While most children learn to read fairly well, still many learners need extra time and help. This is why, teachers are confronted to address this reading challenges.
Alapan 1 Elementary School conducts Project TUTOK BASA, a reading remediation done before and after class hours to deal with non-readers and struggling readers. Since there is a shifting of classes, afternoon sessions’ schedule is 10:30- 11:30 and the morning session at from 1:00 -2: 00 in the afternoon. Their advisers act as tutors who patiently teach them to boost their reading skills. This kind of one on one set-up allows for immediate, positive, and corrective feedback to help the learner stay on track and cope up with classroom instructions.
This project aims to increase the reading proficiency of learners from frustration to instructional and ultimately to independent to instill to them the love for reading, to promote ECARP (Every Child A Reader Program and to encourage a sense of personal responsibility for one’s own progress.
After class, Aljen Rajon A. De Vera of Grade 3 Loyalty would grab a book and read for 20 minutes with the guidance of his class adviser at Alapan I Elementary School (A1ES).
The class adviser would facilitate activities involving picture-word association, levelling books, skimming and scanning, 200 most frequently used English words in Philippine textbooks, or any reading leveled story books.
De Vera is one of the students undergoing the Project BaBIBu or Bawat Bidang Imuseño Bumabasa as A1ES responds to the call of Schools Division of Imus City in its advocacy to provide intervention for “struggling readers in English.”
The reading program which started September last year aims to strengthen comprehension, phonemic awareness, vocabulary and fluency among learners.
BaBIbu, formally launched January 17 at Imus Pilot Elementary School PTA Hall, is SDO Imus City’s version of the Department of Education’s Bawat Bata Bumabasa (3Bs) with the goal of eliminating non-readers.
Perhaps the most pressing challenges the school faces are that of ensuring that all learners become competent readers. Learners who experienced problem in reading quickly fall behind their more skilled classmate in their ability to decode and comprehend text.
Since reading is one of the priority improvement area in the Scool Improvement Plan Alapan I Elementary School adapts the practice of peer teaching or having a reading pal. The pairing of higher and lower achieving learner is useful in developing fluency in reading. One can act as tutor and the other is tutee. Both of them can learn together and build social skills as well. They do these before the class starts or during their reading time while utilizing the adorable reading corners put up by the teachers.
By including traditional instruction strategies along with peer teaching, teachers can promote accessible and successful learning for all.
A "reading" proof that a non-decoder can be an excellent reader through perseverance and effective interventions such as BABIBU.
BaBiBu also known as Bawat Bida Bumabasa, was introduced by the Division of Imus Assistant Schools Superintendent (ASDS) Dr. Galileo Go last year.
It aims to teach non-readers using strategically designed levelled story booklets in English which was implemented across all Elementary Schools in the Division of Imus City.
As part of the BaBiBu reading program monitoring and implementation, the ASDS Dr. Go conducted a reading marathon on pupils listed under BaBiBu at Alapan I Elementary School on February 26, welcomed by the School Principal Mrs. Gina U. Reyes.
Xian Nobleza, one of my non-readers in Grade Three Hope joined with several grade three Babibu struggling readers from other sections were summoned by Dr. Go to showcase their improvements in reading.
As the reading sessions transpire, Dr. Go taught them how to instill memory retention through various writing repetitions. He instructed the learners to write on show-me board the spelling of the word they find difficult from all its sides and angles and then asked them to write the word in the air using hand gestures. To make it more fun, the ASDS also asked the pupils to spell and write the word right on his back to ensure retention.
During the reading process, Dr. Go was highly impressed with my pupil Xian Nobleza who happens to read amazingly fast and was able to decode and read the prescribed levelled BABIBU story books with very minimal error up to level 7. "Ito yung batang Grade Three sa Alapan I ES na labis akong pinahanga sa napakalaking improvement mula sa pagiging non-decoder to a reader of level 7 story book!, said Dr. Go on his recent Facebook post in appreciation of my perseverance in teaching the learner to read and the over all support graciously given by the school Principal Mrs. Reyes. It is indeed considerably a huge achievement which only goes to show how effective the BABIBU program is considering the fact that Xian was then considered a "non-reader" who's unable to even recognize basic letters in the alphabet during the start of our classes last year but was able to succesfully read the level-7 story book now like he was never been a non-reader.
As part of the process, I was also called up to provide additional documentations about the pupil's reading progress from day one to date. Dated log book of agreements signed by parents concerned, Babibu individual reading folders and remedial actual photos were some of the few things presented as proofs that Xian Nobleza was used to be a non-reader without a doubt. I also shared that since July 2019 after the PHILIRI Group Screening Test (GST) has been fulfilled, I have already started teaching my non-readers including Xian the basic alphabets, phoenetics, syllables and sight words up to reading simple sentences with pictures to kick start their reading journey.
Mutual agreements were also accomplished between me and the learners' parents including Xian's mother Mrs. Jena Nobleza to set the remedial reading schedules every after class from 12 noon onwards together with two other non-readers to help them read both in Filipino and English. Apart from teaching the pupils to read at school, follow-up reading while at home is a also must. I believe that this is really important to have a holistic approach to fast pace the learner's reading level.
This is why I always make sure to communicate with the parents to encourage them to take part also in the responsibility to teaching their children while at home. No one was ever born an instant reader but we can definitely do something to help our struggling non-readers climb up high to reach their maximum reading potentials for the love of them. Consistent communication with parents, words of encouragement to pupils, effective reading program implementation topped with burning passion to teach learners from the heart are keys to make a non-reader get across the bridge to being good in reading. Xian Nobleza is a living proof that learners can make their way up from "zero" in terms of reading to a "bravo" reader at the end of the day through consistent perseverance and effective reading interventions like Dr. Go's BABIBU.
COORDINATOR'S CORNER | Mrs. Penelope M. Jarange
Here’s a question for you to consider: What is the primary ingredient in the recipe for every child’s reading success? Answer: an effective teacher who can teach learners to have a variety of abilities and deal with their needs with a heart.
Teachers are the best instructional tools. Their knowledge, skill and competence are essential in helping all learners become strong readers. Aside from the professional development a teacher acquired thru trainings, seminars and workshops, she must possess a personal characteristic such as helpfulness and having a kind personality. She has the ability to look into the learner’s problem and assess them on a more personal level. She needs to dig up the causes on why a particular learner have a poorer rate of academic progress compared to others. A teacher will discover many contributing factors such as life circumstances or undocumented learning disability that impedes their learning. Through these, a more open relationship can be established between the teacher and the learner. The remedial session will be more relaxed and at eased
Being patient is the foremost aspect of teaching a non-reader. Every tiny bit of genuine appreciation helps. Praising a small effort of these leaners will definitely boost up their confidence. Take one step at a time by working on oral exercises first. Do not let them quit trying. The learners need to know that it is completely okay to learn things slowly than not to learn at all. Patience and continuous encouragement is the key to keep their enthusiasm towards reading.
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