NON-READERS - ENGLISH

DASHBOARD – NON-READERS IN ENGLISH

Type of Key Key

Performance Performance Non
% of NR
Indicator Indicator Readers

QUALITY NON READERS 580 20.10%

SEGMENTATION - NON-READERS - ENGLISH
By School – by Grade
SEGMENTATION - NON-READERS - ENGLISH
GRAPHICAL PRESENTATION
BY SCHOOL PERCENTAGE OF
NON-READERS - ENGLISH
BY SCHOOL
PERCENTAGE OF NON-READERS
TUHAIN ES 18.18%
TAGABAS ILAYA ES 18.82%
TAGABAS IBABA ES 11.48%
STA.MARIA DAO ES 5.17%
SAN VICENTE SIL. ES 29.87%
SAN VICENTE KAN. ES 30.67%
SAN ISIDRO ES 13.12%
NAVITAS ES 45.45%
MANUEL UY EK LIONG ES 42.11%
MACPAC ES 30.43%
DOONGAN ILAYA ES 8.37%
DAHICAN ES 21.17%
CUTCUTAN ES 29.68%
BULAGSONG ES 13.42%
BOLO ES 14.94%

SCHOOL 0
0 0.05 0.1 0.15 0.2 0.25 0.3 0.35 0.4 0.45 0.5
ANALYSIS

The graphical presentation reveals that Sta.Maria Dao ES have the least
percentage of non-readers in English with 5.17%, followed by Doongan Ilaya
ES with 8.37% and Tagabas Ibaba ES with 11.48%.

The graphical presentation reveals that Navitas ES have the utmost

percentage of non-readers in English with 45.45%, followed by Manuel Uy Ek
Liong ES with 42.11% and San Vicente Kanluran ES with 30.67%.
 SEGMENTATION
NON-READERS – ENGLISH
By district

Percentage Of
ENROLMENT NON-READERS
NON- READERS

2871 577 20.10

GRAPHICAL PRESENTATION
NON-READERS – ENGLISH
CATANAUAN DISTRICT II
NON-READERS – ENGLISH
CATANAUAN DISTRICT II

NON-READERS

ENROLMENT
ANALYSIS

The graphical presentation and table

illustrated that 577 out of 2871 or 20.10% of
the pupils of Catanauan District II are non-
readers in English.
PROPOSED ACTION

Reading Remediation
12:30 Reading Habit
Practice Marungko Approach for primary level
Using Sand Paper letters
Little Teacher (Peer Reading)
Intensive Implementation of Halinang Bumasa Program
Oplan Tutok Bata
Intensify Visita Eskwela
Regular Parents – Teacher Conference
 Recognize cooperative parents in our program “ Guro at Nanay ko
sa pagbasa, kaakibat ko”
 Contributing Factors
A. Internal Factors
1. Identification of the
learning competency of the
pupils
2. Collaborative learning
sessions between SH and
teachers
3. Implementation of the
remediation program
B. External Factors
1. Engage and partner with
parents
Programs/ Impact Proposed Actions
Projects
Implementation of the Effective  Careful analysis of the learning
diagnostic test at the competency of the pupils
beginning of the school  Make plans and work out on
year needs of the pupils
SLAC Session Effective  Implement a workable plans
 Identification of the
needs of the pupils
 Development of IM’s in
reading
Remediation Program in Effective Implement continuously the
Reading remediation program in the
planned time of the day
Regular communication Effective Maintain an open channel of
with parents (follow-up of communication with parents
learners’ activities at
home)
CONTRIBUTING FACTORS PROGRAM/PROJECT IMPACT PROPOSED ACTION

Absenteeism Oplan Home visit Parents are being Enhanced Home

told to give visitation
Disinterested Project READ attention to their
child/children Administer regular
Without study habit HRPTA Meeting
and without follow up
at home
Remediation
Parents are both Program
working