SCHOOL READING PROFILE

Gatungan Integrated School has a diverse group of learners with varying reading abilities. Among the learners, there are non-readers, frustrated readers, instructional learners, and independent learners.

1. Non-readers: These are students who have not yet acquired basic reading skills. They may struggle with letter recognition, phonics, and word decoding. Non-readers require intensive support and specialized instruction to develop foundational reading skills.

2. Frustration readers: Frustration readers are students who struggle with reading and find it challenging to comprehend texts at their grade level. They may have difficulty decoding words, understanding vocabulary, or making inferences. These learners often experience frustration and may exhibit low self-esteem related to reading. They require targeted interventions and differentiated instruction to build their reading skills and confidence.

3. Instructional learners: Instructional learners are students who are making progress in reading but still require explicit instruction and guidance. They may have mastered basic reading skills and are working on improving fluency, comprehension, and vocabulary. Instructional learners benefit from structured lessons and strategies to enhance their reading abilities.

4. Independent learners: Independent learners are proficient readers who can read and comprehend texts at or above their grade level. These students have a solid foundation in reading skills and can apply various strategies independently. They are able to read for pleasure and extract meaning from complex texts. Independent learners thrive with opportunities for higher-level thinking, critical analysis, and independent reading choices.

To support the reading profiles of learners at Gatungan Integrated School, it is important to implement a range of instructional strategies and interventions. This may include targeted interventions for non-readers, personalized support for frustration readers, differentiated instruction for instructional learners, and enrichment activities for independent learners. Collaboration among teachers, administrators, and parents/guardians is crucial to ensure individualized support and promote a positive reading culture throughout the school.