Saint Vincent Institute of Arts and Sciences
Quezon City
Accomplishment Report for Reading Remedial Program: Tulong Dunong
Academic Year 2024-2025
Date of report: May 20, 2025
I. Introduction
This report details the Tulong Dunong Remedial Remediation Program, which ran from
March 10 to April 28, 2025, during the 2024-2025 academic year. In line with the
Department of Education's goal of improving student learning, the program provided
targeted interventions in reading, writing, and arithmetic for students in grades 1, 2, 3, 4,
6, and 7 facing foundational academic challenges. While the program successfully
enhanced students' basic literacy and numeracy skills, it did face issues with student
focus and external support.
II. Program details
Aspect Description
Program title Tulong Dunong Reading Remediation Program
Academic year 2024-2025
Duration March 10, 2025 – April 28, 2025 (Mondays)
Time allotment 10:30 am – 11:30 am
Target areas Reading, writing, and arithmetic
Target Students identified with struggling reading abilities in grades 1, 2, 3,
beneficiaries 4, 6, and 7. Specific mention: Divine Ashley G. Gonzalo (Grade 6),
Jebryx A. Cerna (Grade 4), Carwyn Matthew L. Tirso (Grade 4),
and Rish Anne T. Volante (Grade 4).
III. Program objectives and activities
The program was designed with the following key objectives and corresponding
activities:
• Student identification: effectively identify students facing academic challenges
through standardized tests and recommendations from teachers. This proactive
approach ensures timely support and tailored interventions to enhance student
learning outcomes from the outset.
• Targeted intervention: Deliver structured and personalized remediation
strategies tailored to each student's unique learning needs, utilizing focused
instruction and guided practice to strengthen their understanding and skills.
• Progress monitoring: Sustain ongoing and detailed observation of each
student’s development in the remediation program by implementing frequent
teacher-led assessments and delivering timely feedback to address learning
gaps and support growth.
• Skill enhancement: improve students' foundational academic skills,
encompassing spelling, grammar, decoding, blending, word recognition, fluency,
vocabulary, and comprehension in reading, as well as basic strokes in writing
and arithmetic concepts.
• Parental involvement: foster active engagement of parents in supporting their
children's academic development at home by encouraging consistent
involvement in daily learning routines, providing guidance on effective study
habits, and strengthening the home-school partnership to reinforce foundational
skills beyond the classroom.
IV. Key Accomplishments
The Tulong Dunong Reading Remediation Program, despite its limited scope, fostered
important initial progress in Divine, Jebryx, Carwyn, and Rish Anne foundational skills.
Key achievements include improved pencil handling and developing awareness of the
sounds associated with letters such as A, B, E, O, S, and T. understanding and
application of alphabet phonics/sounds.
V. Challenges encountered
Despite notable accomplishments, several challenges were identified during the
program's implementation:
• Fine motor skill deficiencies: Many students struggled with writing tools,
highlighting developmental delays in fine or gross motor coordination essential
for academic tasks.
• Engagement and focus: Sustaining students’ attention during sessions was
difficult, as they were frequently distracted and found it hard to remain engaged
in learning activities.
• Time constraints: The limited duration of remediation sessions often fell short in
meeting the wide-ranging and individualized learning needs of each student.
• Lack of home reinforcement: Inadequate support and practice at home, due to
minimal parental involvement, negatively impacted the continuity and
effectiveness of skill acquisition beyond classroom instruction.
VI. Conclusion
The Tulong Dunong Reading Remediation Program for A.Y. 2024-2025 successfully
provided crucial support to students struggling with fundamental academic skills. The
structured interventions led to demonstrable improvements in reading, writing, and
arithmetic for participating students. The challenges encountered highlight areas for
refinement and strategic planning for future iterations of the program.
VII. Recommendations
For School
Based on the observations and outcomes of this program, the following recommendations
are put forth for the continuation and enhancement of the remediation efforts in the
subsequent academic year:
• Increased remediation time: Extend the duration of remediation sessions to
provide students with more meaningful learning time and allow teachers to deliver
personalized instruction that meets individual needs more effectively.
• Targeted professional development: Offer specialized training programs for
educators that focus on effective techniques for managing inattentive behavior and
enhancing fine motor skills among early learners.
• Enhanced parental engagement: Strengthen strategies to involve parents more
actively by conducting home-learning support workshops and maintaining regular
communication to reinforce learning outside the classroom.
• Diverse learning resources: Acquire a broader selection of interactive and age-
appropriate educational materials to support different learning preferences and
stimulate interest, especially among younger students.
• Refined identification process: Reevaluate and improve the student screening
procedures to ensure timely and accurate detection of learning difficulties, enabling
quicker and more targeted interventions.
• Individualized learning plans: Develop structured Individualized Learning Plans
(ILPs) for students needing greater support, clearly outlining tailored objectives,
strategies, and progress indicators to monitor growth effectively.
For Student’s improvement
By implementing a combination of these simple, consistent strategies, you can
significantly support Calvin's development and help him overcome these challenges.
• Simple, low-effort suggestions for parents:
Read with your child for 10–15 minutes daily
Encourage drawing, coloring, and writing at
home
Limit screen time and encourage educational
games
Praise effort and progress, not just results
Use flashcards for reading and math review
• Short, fun activities: recommend simple, fun activities that don't feel like
"homework":
Word scavenger hunt around the house
Simple Puzzles
Play “teacher-student” roleplay with flashcards
Create a mini book using folded paper and drawings
• Positive communication: Encouraging words and regular check-ins from
parents help build a child’s confidence and motivation to study consistently at
home.
• Provide materials: Having ready access to basic learning tools like pencils,
paper, and books enables students to complete tasks more independently and
stay organized.
• One specific skill focus: Focusing on just one skill at a time, such as reading
fluency or basic multiplication, helps students improve steadily without feeling
overwhelmed. (E.g., Spend 10 minutes each evening practicing reading short
CVC (consonant-vowel-consonant) words (e.g., cat, bat, map) using flashcards
or a mini whiteboard, helping the child sound out each word aloud.)
• Visuals for home: Simple charts, posters, or flashcards displayed at home
reinforce learning and serve as constant reminders of key concepts.
VIII. Documentation
Prepared by:
ZENAIDA C. DALUT
