International Journal of Advanced Research and Publications

ISSN: 2456-9992

Implementation of School-Based Reading Program

In The Division Of Lucena City
Marilyn A. Merto

Department of Education, Philippines

Abstract: This study aimed to examine the implementation of the school-based reading program in the Division of Lucena City.
Specifically, it determined the performance of the grades 2 to 6 pupils in Phil-IRI, the extent of implementation of the school-based reading
program, the difference in the assessment between the two groups of respondents, and the extent of stakeholder’s engagement in the
program with an end view of proposing a Technical Assistance for SBRP. The descriptive method of research was utilized in this study
where a research-made questionnaire was the main data gathering instrument complemented by interviews and focus group discussion.
Respondents were 301 elementary school teachers and 43 school heads. Weighted mean, and t – test was utilized as statistical tools to treat
the gathered data. Results revealed that the grade 2 to 6 pupils’ performance in Phil IRI from the school year 2016 to 2018 in the Division of
Lucena City is generally categorized as frustration. The school-based reading program in the Division of Lucena City is moderately
implemented. The school heads and the teachers have relatively the same assessment of the SBRP. The stakeholders moderately engage in
the implementation of the SBRP. The proposed technical assistance for SBRP containing prioritized needs, gaps, alternative strategies,
specific tasks and activities, time frame, and the resources was the output of this study. Based on the findings and conclusions drawn from
the collected data, the researcher recommended that the Technical Assistance for SBRP be endorsed to the superintendent for initial
implementation. Further and continued improvement on the aims of the program, teaching techniques, learning assessment strategies,
intervention tasks, and monitoring and evaluation processes could be reinforced for the sustained implementation of school-based reading
program. Engagement of the stakeholders could be further strengthened through constantly involving them in the implementation. Follow-
up and similar studies may be conducted to explore other aspects of the implementation of school-based reading program.

Keywords: Philippine Informal reading Inventory, reading performance, school-based reading program, technical assistance,

1. INTRODUCTION hobbies. It is in this light that the DepEd encourages yet

Literacy refers to the ability to identify, understand, mandates every teacher as a reading teacher. It is important
interpret, create, compute, and communicate using visual, to consider the pivotal role of teaching reading in honing the
audible, and digital materials across disciplines and in any talents and skills of the learners. Reading is regarded as the
context. Aligned with literacy is the ability to read, write, most important skill a child must acquire at school because
and communicate and interact with other people for purpose one must learn to read in order to be able to read to learn. In
of knowing something worth remembering. The issue about primary grades, the major challenge for learners is
literacy is not a nationwide but a global concern. 7165 states acquisition of reading skills which is used most frequently
that it is the policy of the State to give highest priority to the to gauge the effectiveness of learning. Acquisition of
adoption of measures for the total eradication of illiteracy. reading skills makes a difference to one’s life. It would help
The advent of this act serves as a potent tool to totally individuals to work independently and open the door of
eradicate the unprecedented increase of illiteracy which is opportunities to face different challenges that the world
truly alarming. This could be possibly happened if reading offers. But doing so is not an easy task. From different
literacy would be properly addressed. In the Philippines, the researches, when it comes to reading, problems occur in
ability to read and write is given utmost importance and many areas. These areas are in the areas of comprehension,
priority. The Department of Education initiated and funded retention, or from the point of view of several reading
several programs and activities that cater the needs and experts, in the area. DepEd Order No. 45 s. 2002, otherwise
demands of the 21st century diverse learners. The known as Reading Literacy Program in the Elementary
importance of reading literacy is truly commendable. It is Schools states the thrust of DepEd to enforce the policy
worth to note that through literacy one is empowered to “Every Child A Reader” beginning the School Year 2002-
interact in a community and visualizes one’s worth as 2003.[1] It is expected that no pupils will be promoted to the
individual who can contribute in sustainable development of next higher grade unless he/she manifests mastery of the
the society. To harness learners reading ability, posted a basic literacy skills in a particular grade level. The policy
great challenge to all teachers being the classroom manager also indicates that all possible means of assistance and
and facilitator of learning. Massive reading innovations encouragement shall be extended to enable the children to
need to implement wholeheartedly to uphold quality reading read. Thus, schools are enjoined to develop a School-Based
education that sustain the diverse learners’ needs and Reading Program that includes the conduct of an inventory
demands specially the struggling readers. It is important for of the children’s reading ability, a diagnosis of those who
the teachers to pursue their initiative in teaching reading. need further reading instruction and appropriate measures to
They should never give up on guiding and inspiring children improve reading comprehension. It is designed to make
in achieving literacy. Encouraging the learners to embrace elementary pupils with strategic reading and writing skills to
reading during their formative years would be of great help make them independent young readers and writers. It also
for them to improve their reading performance level. It provides a year-long training for teachers to make them
helps to uplift from the cavern of ignorance. In order to multi-literate and independent problem solvers. It is
uplift one’s individual from the cavern of ignorance, s/he expected therefore that no pupil should be promoted to the
needs to embrace the dynamics of reading. It is important to next higher grade unless he/she manifests mastery of the
encourage the learners to embrace reading as one of their basic literacy skills in a particular grade level. With the

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 International Journal of Advanced Research and Publications
ISSN: 2456-9992

DepEd’s policy “No read, no move”, it is therefore the answer in the said examinations if they do not understand
primary concern of every teacher especially in primary the selection they read. Based from the result of reading
grades to make their pupils learn to read. Moreover, reading assessment administered by all Education Program
comprehension truly plays a vital role in teaching reading. It Supervisors in the division, where they conducted reading
is simply because without comprehension, a child though he sessions in all public elementary schools, it was revealed
or she can read still s/he is considered a struggling reader in that there were four (4) in every ten (10) learners who are
the absence of comprehension. To maintain yet to visualize struggling readers. In view of this, there is a need to
reading comprehension, it is necessary for teachers to strengthen the school-based reading program which will
emphasize certain comprehension strategies, to wit; harness the pupils’ reading performance. The Division of
recognizing story structure, monitoring comprehension, Lucena City is very much conforming when it comes to the
connecting to world knowledge, predicting, asking and full implementation of region-wide reading program. All
answering questions, constructing mental images and schools are encouraged to have reading program which is
summarizing. These truly serve as an avenue. In line with research-based, and data driven or evidence-based. It was
this, teachers need to ensure reading assessment to cater the mandated in order to address the needs of struggling readers
needs and demands of the learners specifically the who need continued reading remediation so as to address
struggling readers who need continuous reading remediation their needs for reading fluency anchored in accuracy,
in order for them to become fluent reader anchored with automaticity and prosody. Every institution of learning is
accuracy, automaticity and prosody. Despite several encouraged to implement the intervention programs that
flagship programs and reading intervention and innovative sustain the needs of the learners. The provision of daily
reading strategies being implemented still the result of reading habit, functional reading corner in all classrooms
PHIL-IRI, frustration level is still prevalent. The alarming and the use of innovative reading and comprehension
reading status of pupils necessitates intensive reading strategies are also stressed. Further, every teacher is
innovation that would help them to improve their reading encouraged to conduct action research relative to the
abilities. Technical assistance and close monitoring by the reading program wherein the outcome is the development of
school heads, education program supervisor, and other additional interventions. The division-wide compliance of
education experts is deemed necessary to fortify the reading national reading month celebration also helps not only
program. Through the technical assistance, the schools are schools’ officials but also the learners to commemorate
lobbied towards achieving its reading program set goals for relevance of reading program to minimize illiteracy if not
continuous improvement, which is their foremost totally eradicate. But despite the efforts that the Division of
responsibility and accountability as a field organization Lucena City exerts to improve learners’ performance in
(DO/School) of Department of Education. In delivering the reading, still the number of non-readers increases every
technical assistance for reading program, one must consider year. As reflected in the consolidated report of the pre-
and respect the capacity and pace of the school. Technical assessment in Phil-IRI for the Grades II-VI conducted in
assistance ensures that the atmosphere or environment August 2017, 36% of the pupils fall under frustration level.
encourages the school not only to set their goals but also to With these alarming results, all schools in the division are
determine the process of achieving them. The technical tasked to intensify the implementation of reading
assistance encourages the schools to see everything as a intervention and activities since the schools are given the
learning process. Thus, in this atmosphere, the school heads primary responsibility to help children read and write. The
and other personnel can express themselves freely, explore fulfilment of this task gives the children a certain degree of
new ideas and even admit and correct mistakes in their assurance that they would succeed academically. The level
pursuit of achieving their goals for reading program. The of performance, however, may be influenced to a great
key to effective technical assistance is to help themselves extent by type of reading program, strategies and materials
and not on solving problems for them. Furthermore, if it is used to develop their potentials. Internal and external factors
possible, there is a need to hire reading teacher whose are also contributory to the children’s learning and
concentration is just in reading to focus on improving development. Adequacy of reading facilities and materials,
reading itself. The advent of regional guidelines on appropriateness of the reading program, and ample support
comprehensive reading policies serves as a springboard to of the stakeholders and the community to provide for the
intensify reading program for the development of the demands of the school-based reading program could be of
learners being the center of the educative process. All help to the success of any reading improvement endeavor.
teachers are encouraged to attend the seminar-training Presently, the researcher works as a school head and is faced
workshop relative to reading in order to keep abreast of the with challenges of low reading performance. The researcher
current trends in teaching reading. This activity serves as an experienced struggling readers, incapable of word
avenue to confront issues and concern relative to reading. It recognition and who have poor comprehension. Some were
also serves as an instrument to uphold the program and listless and having a hard time in reading based on his body
bridge the gap in literacy particularly in reading. Despite the language and facial expression. These scenarios were
effort and initiative of the regional office to help increase evident both in primary and intermediate. It is for the
the reading performance of the schools within its purpose of determining how much the Division of Lucena
jurisdiction, still reading outcome is a failure based on NAT City has done in terms of its reading program
result. In addition, the low performance of the Division of implementation that this study was conceived. As a school
Lucena City in the National Achievement Test (NAT) and head, the researcher considers that it is an imperative on her
periodical test which is far behind national standard of 75% part to undertake this study as her contribution to realize the
signifies that there is something wrong when it comes to the aims and aspirations of the Department of Education. By
pupils’ reading performance due to poor comprehension. It knowing the status of the implementation of the reading
is really hard on the part of the learners to find the correct program in the division, she could think and try out ways on

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how to improve the reading program, consequently, community leaders, the teachers are fully sympathetic of the
enhancing the pupils’ reading proficiency. philosophy and practices of the community. As an
institution of learning, schools maintain their positive image
2. LITERATURE REVIEW to the people in the community. In its capacity to lead
The Philippine Informal Inventory Manual 2018 states that members of the community, the school build satisfying and
Phil-IRI is an informal reading inventory composed of strong partnership with the community people to gain
graded passages designed to determine the individual mutual respect and support from one another. The quality of
student’s performance in oral reading, silent reading, and programming depends largely on a well-trained, well-
listening comprehension. These three types of assessment supported staff. To bridge the gap between evidence and
aim to find the student’s independent, instructional and practice, it is often necessary to provide training and
frustration levels. The data from this measure could be used technical assistance that build staff competencies in program
to design or adjust classroom, small group or individualized content and implementation. Many are using TA strategies
instruction to fit the students’ needs and abilities. [2] to improve the quality of programs. The technical assistance
Philippine Informal Reading Inventory is conducted in July program consists of the analyses, decisions and actions and
for pre-test where the results are utilized as basis for organization undertakes to create and sustain the
intervention activities while the post-test is done in January competitive advantages (Dess, Lumpkin & Eisnerr,
of the same school year. Target of intervention is to make 2010).[7] Typically, TA is provided by program developers
the learners independent readers. Making every child a or intermediary organizations. In addition, according to
competent reader and a functional learner is the goal of Miclat (2005), the idea of the technical assistance program
every reading program. To become a competent reader, one in the country had from the beginning carried a nationalistic
should be able to construct meaning from print using fervor which linked it integrally with the aspirations for
appropriate active strategies to relate what he reads with social, economic and political reforms. [8] In this
background knowledge and experience. Evidenced-based perspective, the technical assistance program was more than
researches and continuous improvement projects greatly a management tool and technology. It was viewed as an
suggest that the main driver to improve the student instrument for improving the quality of life of the people.
outcomes is to develop and implement effective school Further, it was made as rallying point or the country in the
reading program. The experiences shared by these projects building of a social framework in which the broader societal
are three things that matter most: getting the right people to goals could be holistically planned, aggressively
become reading teachers; developing them into effective implemented, and progressively attained. A broader view of
reading teachers; and ensuring that system is available to socioeconomic development planning had continued to
deliver the best possible reading instruction for the child[3] provide the rationale in formulation and development of
(DepEd-CALABARZON Regional Guidelines on medium-and long-term plan.
Comprehensive Reading Policies, 2018). In the current
study, the implementation of the school-based reading 3. RESEARCH OBJECTIVES
program is viewed as to objectives, instructional strategies, This study intended to assess the implementation of school-
assessment techniques, intervention activities, and based reading program in the Division of Lucena City.
monitoring and evaluation. Moreover, according to Specifically, it sought answers to the following questions:
Cristobal (2015), reading program development follows 1. How may the performance of grades 2 to 6 pupils in
procedure to make it more effective. This starts writing Phil-IRI be described in terms of:
situation statement which is the definition of the issue. Its 1.1. independent;
center is seeking to build community awareness to support 1.2. instructional; and
for. Next step is to write the objectives by engaging the 1.3. frustration?
community. It answers about the purpose of the program 2. What is the extent of implementation of the school-
development to be made, and what there is a need to make a based reading program in terms of:
program development. Third step is to find audience which 2.1. objectives;
is very important because audiences do the decision and 2.2. instructional strategies;
they are the information consumers.[4] To establish literacy 2.3. assessment techniques;
as a value in every family, the school should help every 2.4. intervention activities; and
family understand that the home is the child’s first school, 2.5. monitoring and evaluation?
that the parent is the child’s first teacher, and that reading is 3. How do the two groups of respondents’ assessments
the child’s first subject (Stone, 2009). [5] The evidence differ? Are the differences significant?
about the benefits of parents being involved in their 4. What is the extent of stakeholder’s engagement in the
children’s education in general, and their children’s literacy program?
activities, is overwhelming. Research shows that parental 5. What technical assistance for SBRP may be proposed?
involvement in their children’s learning positively affects
the child’s performance at school in both primary and 4. METHODOLOGY
secondary schools, leading to higher academic achievement, The study made use of the descriptive method of research to
greater cognitive competence, greater problem-solving assess the implementation of the school-based reading
skills, greater school enjoyment, better school attendance program implementation in public schools in the Division of
and fewer behavioral problems at school. Furthermore, Lucena City. It analyzed the performance of grades 2 to 6
Mogol (2005) stated that schools in the Philippines maintain pupils in Phil-IRI, the extent of implementation of the
strong relationship with the community and with other school-base reading program, the difference in two groups
community workers. [6] They are looked upon by the of respondents’ assessments, the extent of stakeholder’s
community to lead in most of its social activities. As engagement in the program, and the development of the

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 International Journal of Advanced Research and Publications
ISSN: 2456-9992

technical assistance program for the school-based reading level with 2965.The dominant number of readers under the
program. To substantiate the data that were gathered from frustration level for the school year 2017 to 2018 with a
the questionnaire, unstructured interview and focus group total of 17249. The least is under the independent level with
discussion were conducted. Interview schedule and focus a total of 2296 readers.
group discussion were developed for the purpose of eliciting
more information that enriched the analyses of the responses 2. Assessment on the Extent of Implementation of the
in the questionnaire. There were two groups of respondents School-Based Reading Program. One of the thrusts of
in the study: the public elementary school teachers and the Philippine basic education is to enable every Filipino child
school heads in four districts in the Division of Lucena City to communicate proficiently both in English and Filipino
namely Lucena North District, Lucena East District, Lucena through effective reading instruction. Hence, to ensure its
West District and Lucena South District. Respondents of the effectiveness, assessment of school-based reading program
study were 301 teachers and 43 school heads. No sampling must be done. The extent of implementation of the school-
was done for the group of school heads since there are only based reading program was assessed as to its objectives,
43 school heads in the division. The 301 number of teachers instructional strategies, assessment techniques, intervention
in the sample was determined from a population of 1211 activities, and program monitoring and evaluation.
teachers using Slovin’s formula at .05 margin of error.
Further, the teacher members of each sub-sample were 2.1 Objectives. Clear, concrete and specific objectives set
selected through simple random sampling. forth will be a great driving force to achieve the desired
outcomes. These are very essential to guide the school-
5. RESULTS AND DISCUSSIONS based reading program in its proper direction and
Based from the data gathered, the following findings were achievement of short and long-term targets. The extent of
obtained: implementation of the School-Based Reading Program was
1. Performance of Grades 2-6 Pupils in Phil-IRI. The of moderate extent. For the school heads, the objectives
performance of grades 2 to 6 pupils in Phil-IRI is described were implemented to a moderate extent with a composite
based on the baseline data which is the pretest. The Phil-IRI mean of 3.31. The most favored was to develop reading
reading level is classified in terms of independent, habits among pupils with a mean of 3.40 described as
instructional, and frustration level. Non-readers, however, implemented to a moderate extent. Least favored was an
are also included in the tabular presentation. There is a objective pertaining to establishing collaboration among
dominant number of readers under the frustration level for stakeholders rated with 3.16 mean and of moderate extent.
the school year 2015 to 2016 with a total of 16222. For the teachers, the objectives obtained with a composite
Independent level has the least number of readers with mean of 3.30. Developing the literacy skills of pupils with
2952. For the school year 2016 to 2017, the dominant 3.44 mean and moderate extent is the most favored while
number of readers is under the frustration level with a total the least is establishing a collaboration among stakeholders
of 15798. The least number falls under the instructional rated with 3.0 mean and of moderate extent.

Table : School-Based Reading Program in Terms of Objectives

School Heads Teachers

Items
WM VI R WM VI R
1. Develop love for reading among pupils 3.39 ME 2.5 3.40 ME 3
2. Develop the literacy skills of pupils 3.36 ME 4 3.44 ME 1
3. Develop pupils reading competencies appropriate for their grade level 3.34 ME 5 3.33 ME 5.5
4. Improve pupils reading speed and comprehension 3.33 ME 6 3.28 ME 7
5. Motivate the pupils through reading which lead to their increased scholastic
3.39 ME 2.5 3.33 ME 5.5
performance
6. Develop reading habits among pupils 3.40 ME 1 3.40 ME 3
7. Capacitate teachers with different reading strategies 3.30 ME 7 3.40 ME 3
8. Establish a sustainable school-based reading professional development for
3.25 ME 10 3.26 ME 8
teachers
9. Develop effective reading teachers 3.27 ME 8 3.23 ME 9
10. Enhance balanced reading program 3.26 ME 9 3.21 ME 10
11. Establish collaboration among stakeholders 3.16 ME 11 3.0 ME 11
COMPOSITE MEAN 3.31 ME 3.30 ME
Legend: ME-Moderate Extent (2.5-3.49)

2.2 Instructional Strategies. Strategies in the teaching of providing a vocabulary garden to enhance the learners’
reading particularly those which have been found effective vocabulary skills with 3.12 mean both of moderate extent.
under normal conditions be adopted. Creative and For the teachers, the instructional strategies with a
innovative ones may also be tried out and adopted and composite mean of 3.22 were implemented to a moderate
classes be supervised and monitored more closely. The extent. The most favored was providing training for teachers
implementation of school-based reading program on content and pedagogy for reading with 3.40 mean and of
instructional strategies is of moderate extent. For school moderate extent while the least rated was providing
heads, instructional strategies are of moderate extent with a vocabulary garden to enhance learners’ vocabulary skills
composite mean of 3.21. The most favored instructional with 2.88 mean and implemented to a moderate extent.
strategy is integrating reading within and across curriculum

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Table 2: School-Based Reading Program in Terms of Instructional Strategies

School Heads Teachers

Items
WM VI R WM VI R
1. Providing training for teachers on content and pedagogy for reading 3.23 ME 6 3.40 ME 1
2. Providing differentiated instruction to different types of readers. 3.26 ME 2.5 3.30 ME 5.5
3. Providing different materials for diverse learners 3.21 ME 11 3.12 ME 13.5
4. Designing appropriate reading lessons to meet readers’ needs 3.22 ME 8.5 3.21 ME 10
5. Considering pacing for mastery of the lesson 3.18 ME 12 3.12 ME 13.5
6. Utilizing picture clues to aid pupils in reading 3.22 ME 8.5 3.35 ME 2
7. Utilizing illustrations in word recognition 3.26 ME 2.5 3.33 ME 3.5
8. Using ICT-based instruction in teaching reading 3.16 ME 13 3.30 ME 5.5
9. Providing explicit instruction on critical reading priorities 3.22 ME 8.5 3.28 ME 7
10. Providing vocabulary garden to enhance learners’ vocabulary skills. 3.12 ME 15 2.88 ME 15
11. Using peer-assisted instruction. 3.22 ME 8.5 3.16 ME 11
12. Developing materials for different reading activities 3.25 ME 4.5 3.23 ME 8.5
13. Integrating reading within and across curriculum teaching areas 3.29 ME 1 3.33 ME 3.5
14. Facilitating read-aloud strategies 3.25 ME 4.5 3.23 ME 8.5
15. Engaging learners to Directed Reading Thinking Activities. 3.14 ME 14 3.14 ME 12
COMPOSITE MEAN 3.21 ME 3.22 ME
Legend: ME-Moderate Extent (2.5-3.49)12

2.3 Assessment techniques. Assessment is an integral part 3.17. The most favored was assessment of pupils’ progress
of program implementation. This determines if the goals of using pencil and paper test with a mean of 3.26 described as
the program are met. Sound assessment data is crucial for implemented to a moderate extent. Least favored was an
determining any program effectiveness to further allow the assessment technique pertaining to conducting interview to
planners and decision-makers to evaluate why outcomes do teachers, parents and peers with 3.04 mean and of moderate
or do not occur and plan for enhancement. Table 7 discloses extent. For the teachers, the assessment techniques garner a
the extent of implementation of the school-based reading composite mean of 3.17. The most favored was conducting
program in terms of assessment techniques. The inventory of reading ability of pupils and use of Phil IRI
implementation of school-based reading program baseline data in crafting intervention activities with a mean
assessment techniques is of moderate extent. The school of 3.40 and implemented to a moderate extent. Least
heads rated the school-based reading program assessment favored was inspection of pupils’ portfolio rated with 2.91
techniques of moderate extent with a composite mean of mean and implemented to a moderate extent.

Table 3: School-Based Reading Program in Terms of Assessment Techniques

School Heads Teachers

Items
WM VI R WM VI R
1. Conduct of inventory of reading ability of pupils 3.24 ME 4 3.40 ME 1.5
2. Conduct of survey test given to whole class 3.14 ME 7 3.07 ME 8
3. Conduct of interview to teachers, parents and peers 3.04 ME 11 2.98 ME 10
4. Use of Phil IRI baseline data in crafting intervention activities 3.24 ME 4 3.40 ME 1.5
5. Utilization and maintenance of database reading profile 3.14 ME 7 3.19 ME 5
6. Assessment of pupils’ progress using pencil and paper test 3.26 ME 1 3.30 ME 4
7. Observation of pupils performing literacy tasks 3.25 ME 2 3.33 ME 3
8. Evaluation of pupils’ work samples 3.24 ME 4 3.16 ME 6
9. Interview of pupils about their reading experiences 3.14 ME 7 3.05 ME 9
10. Inspection of pupils’ portfolio 3.08 ME 10 2.91 ME 11
11. Establishment of pupils’ progress tracking record 3.11 ME 9 3.12 ME 7
COMPOSITE MEAN 3.17 ME 3.17 ME
Legend: ME-Moderate Extent (2.5-3.49)

2.4. Intervention activities. The implementation of school- implemented to a moderate extent. The most favored was
based reading program intervention activities is of moderate building phonemic awareness activities into instruction in
extent. The school heads perceived school-based reading letter and sounds with a mean of 3.37 and implemented to a
program intervention activities of moderate extent with a moderate extent. The least favored was conducting “Pick
composite mean of 3.12. The most favored were conducting Me Up” Activity rated with 2.79 mean and implemented to
EVA (Everyday Reading Activity), as well as building a moderate extent.
phonemic awareness activities into instruction in letter and
sounds rated with a mean of 3.22 and implemented to a
moderate extent. The least favored was conducting “Pick
Me Up” Activity rated with 2.94 mean and implemented to
a moderate extent. For the teachers, the intervention
activities obtained a composite mean of 3.10 and

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Table 4: School-Based Reading Program in Terms of Intervention Activities

School Heads Teachers

Items
WM VI R WM VI R
1. Conduct “Pick Me Up” Activity 2.94 ME 13 2.79 ME 13
2. Conduct “Read Aloud and Ask” Activity 3.20 ME 3 3.19 ME 5.5
3. Conduct EVA (Everyday Reading Activity) 3.22 ME 1.5 3.30 ME 2
4. Conduct “Discover A New Word Through Reading Activity.” 3.10 ME 9 3.05 ME 8
5. Build activities that capitalized on children’s natural curiosity and sense of
3.09 ME 10 2.95 ME 11
playfulness
6. Include language activities that develop listening and expressive skills 3.13 ME 7 3.09 ME 7
7. Involve parents in the remediation teaching 3.11 ME 8 2.91 ME 12
8. Build phonemic awareness activities into instruction in letter and sounds 3.22 ME 1.5 3.37 ME 1
9. Stimulate the pupils’ interest in reading through creative story telling. 3.18 ME 4 3.28 ME 3
10. Provide materials for different types of readers 3.17 ME 5 3.21 ME 4
11. Tap stakeholders to support the program 3.08 ME 11 3.0 ME 10
12. Use tutoring or small group instruction for children who require additional
3.16 ME 6 3.19 ME 5.5
instructional support
13. Provide merit system to those parents who are advocates of reading 2.99 ME 12 3.02 ME 9
COMPOSITE MEAN 3.12 ME 3.10 ME
Legend: ME-Moderate Extent (2.5-3.49)

2.5 Monitoring and Evaluation. The implementation of the implemented to a moderate extent. For the teachers, the
school-based reading program monitoring and evaluation is school-based reading program monitoring and evaluation
of moderate extent. For the school heads, the school-based gained 3.12 composite mean and implemented to a moderate
reading program monitoring and evaluation was of moderate extent. The most favoured was identifying the actual status
extent with a composite mean of 3.14. The most favoured of the reading program with a mean of 3.28 and
was identifying the actual status of the reading program with implemented to a moderate extent. Least favoured was
a mean of 3.23 described as implemented to a moderate reviewing the plan of activities regularly rated with a mean
extent. Least favoured was identifying gaps on program of 2.95 and implemented to a moderate extent.
implementation rated with 3.08 mean and described as

Table 5: School-Based Reading Program in Terms of Program Monitoring and Evaluation

School Heads Teachers

Items
WM VI R WM VI R
1. Identify the actual status of the reading program 3.23 ME 1 3.28 ME 1
2. Determine if the activities are implemented as scheduled 3.17 ME 3 3.21 ME 2.5
3. Monitor the program progress from the start up to completion 3.21 ME 2 3.19 ME 4.5
4. Report analysis relative to evaluation report 3.13 ME 5 3.21 ME 2.5
5. Orient teachers after reading session 3.11 ME 9 3.14 ME 6
6. Identify the risks relative to program implementation 3.12 ME 7 3.07 ME 8
7. Identify plans for the continuous improvement of the program 3.14 ME 4 3.19 ME 4.5
8. Discuss the progress of the reading program among teachers and stakeholders 3.12 ME 7 3.09 ME 7
9. Review the plan of activities regularly 3.10 ME 10 2.95 ME 11
10. Provide periodic and timely feedback on the conduct of intervention activities 3.12 ME 7 3.0 ME 10
11. Identify the gaps on program implementation 3.08 ME 11 3.05 ME 9
COMPOSITE MEAN 3.14 ME 3.12 ME
Legend: ME-Moderate Extent (2.5-3.49)

3. Significant difference between the school heads’ and the instructional strategies where the t-value is -0.104 with a p-
teachers’ assessment on the extent of implementation of the value of 0.92; assessment technique where the t-value is -
school-based reading program. There is no significant 0.86 with a p-value of 0.93; intervention activities where the
difference between the assessment of school heads and t-value is 0.174 with p-value of 0.86; and program
teachers on the extent of implementation of program monitoring and evaluation where the t-value is 0.12 with a
objectives since the t-value is 0.153 with a p-value of 0.88 p-value of 0.91, thus the null hypothesis is accepted.
which is greater than 0.05. The same is true for

Table 6: Differences in the Assessment on the Extent of Implementation of School-Based Reading Program

Variables p-values Computed t-values Decision on Ho Verbal Interpretation

Objectives .88 0.153 Failed to Reject Not Significant
Instructional strategies .92 -0.104 Failed to Reject Not Significant
Assessment techniques .93 -0.086 Failed to Reject Not Significant
Intervention activities .86 0.174 Failed to Reject Not Significant
Program monitoring and evaluation .91 0.12 Failed to Reject Not Significant

Volume 3 Issue 11, November 2019 39

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 International Journal of Advanced Research and Publications
ISSN: 2456-9992

4. Assessment on the Extent of Stakeholders’ Engagement the program with a mean of 3.02 and implemented to a
in the School Based Reading sa Program. The stakeholders’ moderate extent. For the teachers, the stakeholders’
engagement in School Based Reading Program was engagement was of moderate extent with 3.04 composite
described of moderate extent. For the school heads, the mean. The most favored was collaborating in the
stakeholders’ engagement was of moderate extent implementation of “Brigada Basa” Project with a mean of
3.26 and was implemented to a moderate extent. Least
with a composite mean of 3.11. The most favored was favored was attending forum on the status of the program
collaborating in the implementation of “Brigada Basa” rated with a mean of 2.90 and implemented to a moderate
Project with a mean of 3.27 and implemented to a moderate extent.
extent. Least favored was attending forum on the status of

Table 7: Extent of Stakeholders’ Engagement in the Program

School Heads Teachers

Items
WM VI R WM VI R
1. Collaborate in the implementation of “Brigada Basa” Project 3.27 ME 1 3.26 ME 1
2. Assist school in sourcing out funds for the reading program. 3.11 ME 5 3.05 ME 6.5
3. Engage in different activities related to the implementation of the
3.16 ME 3 3.14 ME 2
program.
4. Participate in reading remediation activities 3.23 ME 2 3.12 ME 3
5. Donate reading materials. 3.04 ME 9 3.09 ME 4.5
6. Support the maintenance of school reading facilities 3.07 ME 8 3.09 ME 4.5
7. Attend forum on the status of the program 3.02 ME 12 2.90 ME 12
8. Take part in the school’s reading-related activities 3.14 ME 4 3.05 ME 6.5
9. Serve as advocate for the reading program activities 3.08 ME 7 2.95 ME 9
10. Attend interactive literacy activities between parents and their children. 3.03 ME 10.5 2.91 ME 10.5
11. Assist in the monitoring of the reading program 3.10 ME 6 2.98 ME 8
12. Initiate the establishment of a functional reading hub 3.03 ME 10.5 2.91 ME 10.5
COMPOSITE MEAN 3.11 ME 3.04 ME
Legend: ME-Moderate Extent (2.5-3.49)

5.Technical Assistance for School-Based Reading Program conducted to explore other aspects of the implementation of
Implementation. Technical assistance program is based from school-based reading program.
the findings of the study. It presents the prioritized needs,
the gaps/problems/weaknesses, alternative strategies, REFERENCES:
specific tasks and activities, time frame, as well as resources [1]. DepEd Order No. 45 s. 2002 Reading Literacy
(persons responsible, materials, and budget). In the context Program in the Elementary School.
of this TA program, the following areas and provisions are
addressed: instructional strategies; assessment techniques; [2]. The Philippine Informal Reading Inventory Manual
intervention activities; monitoring and evaluation; and 2018 Department of Education, Philippines
stakeholders’ engagement in the program.
[3]. DepEd CALABARZON Regional Guidelines on
CONCLUSIONS AND Comprehensive Reading Polices, February 14, 2018
RECOMMENDATIONS
The grade 2 to 6 pupils’ performance from the school year [4]. Cristobal, L. (2015). Literacy in the Philippines: The
2016 to 2018 in the Division of Lucena City is generally Stories behind the Numbers.
categorized to be in frustration level. The school-based
reading program in the Division of Lucena City is
moderately implemented. The school heads and the teachers [5]. Stone, S. (2009). “How They Read: Comprehension
have the same assessment of the school-based reading Monitoring of L1 and L2 Readers.” TESOL Quarterly
program. The stakeholders were not engaged in the 26 (2).
implementation of the school-based reading program. The
proposed technical assistance for school-based reading [6]. Mogol, Martha A. (2005). The Filipinos: The
program containing prioritized needs, gaps, alternative Education Yesterday and Today: Manila Ernest Press.
strategies, specific tasks and activities, time frame, and
resources was the output of this study. The proposed [7]. Dess, E., Lumpkin, J. & Eisnerr, A. (2010). The
Technical Assistance for school-based reading program Impact of Gender on Language Learning: Strategies of
could be endorsed to the superintendent for initial Iranian EFL learners. International Journal of
implementation. Further and continued improvement on the Academic Research, 3(2), 280-285. Retrieved from
aims of the program, teaching techniques, learning www.ijar.lit.az/pdf/10/2011(10- 46).pdf
assessment strategies, intervention tasks, and monitoring
and evaluation processes could be reinforced for the [8]. Miclat, Jr. Eusebio F. (2005). Strategic Planning in
sustained implementation of school-based reading program. Education: Making Change Happen. Manila,
Engagement of the stakeholders could be further Philippines: Rex Bookstore Inc.,
strengthened through constantly involving them in the
implementation. Follow-up and similar studies may be

Volume 3 Issue 11, November 2019 40

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 International Journal of Advanced Research and Publications
ISSN: 2456-9992

Author Profile
She received the B.S. degree in
Elementary Education from Manuel S.
Enverga University Foundation in 1993.
Since 1997, she works in the Department
of Education, Schools Division of
Lucena City. She is currently the
Elementary School Principal II of
Gulang-Gulang Elementary School,
Lucena City.

Volume 3 Issue 11, November 2019 41

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