Republic of the Philippines

Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF LAGUNA

Project i-ReAct (Intensified Reading Activities):

A Contextualized Comprehensive Reading Program (COCO ReaP)

I. Executive Summary

Project i-ReAct began as a project under the continuous improvement efforts

of the school in 2015. The project then became one of the key projects in the School

Improvement Plan in 2018. Since its beginning, Project iReAct has been instrumental

in making sure that reading is part of the culture of excellence and character promoted

in San Francisco Integrated National High School.

In 2015, the project was born with its flagship – Localization and

Contextualization of Reading Materials for Grade 7. In 2017, it focused on the use of

alternative learning modality i.e., the use of internet in reading activities. In 2018, it

concentrated on the use of integrative approach in reading which involved texts from

Science and Mathematics. In 2019 it went back to basic by using reading materials

from Reading Power Materials. In 2020, it started its journey in using Adult Assisted

Reading as an approach to reading intervention.

At the present, Project i-ReAct has been reinvented to contextualize and

operationalize the various schemes adopted in the previous years and the current

national, regional, and divisional projects. This is done by contextualizing framework

on reading. This Contextualized Comprehensive Reading Program is made possible

with the collaboration of the Language Departments i.e., English and Filipino.

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II. Rationale

Reading is an active process of cognition involving decoding and understanding

the meaning of symbols (words). The goal of reading education is purposive reading

which helps learners to direct information towards a goal and focuses their attention

(What is Reading, 2016). However, not all learners achieve this goal and many have

reading difficulties or reading disorder. Reading disorder is a learning disorder

characterized by a significant disparity between an individual's general intelligence

and his or her reading skills (Law Offices of Irina Roller, n.d.). Results from different

international assessment organization showed a serious problem in the skills of

Filipinos in reading.

The English Proficiency Index or EPI of the Philippines based on an

examination administered in 2019 showed that the Philippines ranked second in Asia

and has a relatively high index but has been constantly dropping at a global scale for

the last three years (Education First, 2020). Programme for International Student

Assessment (PISA) in 2018 also indicated that in reading literacy, 15-year-olds in the

country scored 340 points compared to an average of 487 points in OECD countries.

This mean scores in reading performance for both girls and boys were ones of the

lowest among PISA-participating countries and economies. Moreover, the number of

top-performing readers was also one of the lowest (OECD, 2019). In another report,

UNICEF Philippines (2021) found that average scores for the Philippines in reading,

math and writing are below the average scores of other participating countries.

These results occurred despite efforts of the education sector to address

reading difficulties. One program that has been implemented is the ECARP, a national

program that supports the thrust to make every child a reader and writer at his/her

grade level. The program ECARP is implemented through the design, implementation

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and monitoring, and evaluation of early reading interventions; and the development,

administration of reading assessments and treatment and reporting of data. The

program was specifically for primary grade pupils (DepEd, 2012). One recent

campaign has been launched in support to the K to 12 curriculum i.e., 3Bs Initiative.

The major mission of the initiative is to strengthen the reading proficiency of every

learner and to nurture the culture of reading which is a requisite in content areas. By

doing so, it is expected that the gaps identified in the national assessment results

would be addressed (DepEd, 2019).

A movement was also recently launched to support the education sector’s battle

against illiteracy. The World Vision Development Foundation and the Department of

Education (DepEd) launched Brigada Pagbasa to ensure that every Filipino could read

and become literate. Brigada Pagbasa is a movement that also seeks to enhance the

skills of Filipino children who can read and improve their comprehension. It is an

offshoot of Brigada Eskwela (Calica, 2019).

In compliance to the ECARP, in response to the 3Bs Iniative, and in support to

the Brigada Pagbasa movement, SDO Laguna launched Project REACH (Reading

Empowerment: Asserting Connection as Home) and Project BUS (Basahin, Unawain,

at Sagutan) in 2020. The projects provide reading materials for pupils at different

reading levels. With the implementation of Projects REACH and BUS, San Francisco

INHS reinvented its Project i-ReAct in order to contextualize the operationalization of

the different projects from the natinal, regional, and divisional level.

III. Objectives

Through this Contextualized Comprehensive Reading Program, Project i-ReAct

is expected to:

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 a. harmonize implementation of reading programs, projects, and initiative from

the national down to the school level;

b. ensure consistent implementation of reading program among teachers;

c. strengthen the link between school and the parents and community

members in promoting the culture of reading;

d. reduce the number of struggling readers by 10% in each year or

implementation;

e. establish a systematic process of production, distribution, coaching,

assessment, evaluation, and feedback; and

f. recognize efforts of key players in the implementation of the program.

IV. Data Analysis from Previous Years (3- Year Program Cycle)
2018-2019 Integrative Approach to Reading
Description: This intervention made use of texts from Science and Mathematics. Learners were given
one reading activity per week and the impact was measured using performance in Science and
Mathematics and the Pre-Test and Post-Test results of Phil IRI.

2019-2020 Reading Power Materials

Description: This intervention made use of texts from existing Reading Power books. Copies were
photocopied and administered to learners once a week. Res

2019-2020 Reading Power Materials

Description: This intervention made use of texts from existing Reading Power books. Copies were
photocopied and administered to learners once a week.

Table 1. Three-Year Program Cycle Data

S.Y. S.Y. S.Y.
Project i-ReAct Focus Intervention / Innovation 2018- 2019- 2020- Remarks
2019 2020 2021
Enrolment
Pre-Intervention Figures
No. of Struggling Readers
No. of Instructional Readers
No. of Independent Readers
Post-Intervention Figures
No. of Struggling Readers
No. of Instructional Readers
No. of Independent Readers
Impact Indicators
Percentage Promotion of Participants in Science NA
Percentage Promotion of Participants in Science NA
Percentage of Reduction in the Number of Struggling Readers
Percentage of Increase in the Number of Independent Readers

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V. Intervention / Innovation

Project i-ReAct: Oplan COCO REAP

Contextualized Comprehensive Reading Program

With the roll-out of SDO Laguna’s Projects REACH and BUS, public schools in

the whole division have been provided with divisionally validated reading materials.

Since the projects are implemented during the pandemic situation, San Francisco

INHS contextualized the school level implementation of these projects on reading.

While the materials shall be coming from the Division Technical Working Groups

(TWGs), there are local schemes adopted by the language departments to ensure

efficient use of materials provided.

The legal bases on the adoption of a contextualized comprehensive reading

program are as follow:

o 1987 Philippine Constitution Article XIV Section 1. The State shall

protect and promote the right of all citizens to quality education at all

levels, and shall take appropriate steps to make such education

accessible to all.

o DepEd Memo No. 173 s. 2019 – Hamon: Bawat Bata Bumabasa (3Bs

Initiative)

o DepEd Memo No. 244 s. 2011 – declares the month of November of

every year as National Reading Month

o DepEd Memo No. 244 s. 2011 – declares the month of November of

every year as National Reading Month

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The COCO REAP Framework

Figure 1. Contextualized Framework of COCO REAP

Figure 1 illustrates the contextualized framework of COCO REAP. The adoption

of this framework is based on the thrusts of the Department of Education under its

flagship - Sulong Edukalidad. DepEd in partnership with the Workl Vision promotes

Brigada Pagbasa Movement guided by the different initiatives geared towards the

improvement of the reading skills of Filipino children. Guided by the principles of

Brigada Pagbasa and the 3Bs initiative of DEPED, SDO Laguna conceptualized and

operationalized its Projects REACH (for English) and Project BUS (for Filipino).

Projects REACH and BUS shall be the main provider of reading materials.

Nevetheless, if Brigada Pagbasa shall release nationaly validated materials, Project

REACH shall use them as supplementary materials. Using the reading materials

produced of Projects REACH and BUS, Project i-ReAct shall implement weekly

reading activities following the scheme of the two projects of the SDO. However, in

order to ensure that learners are maximizing their use of these materials, Project

REACH shall employ Adult Assisted Reading (AAR). For the English Departments it

shall be called guided reading while for the Filipino it shall be called, mapamatnubay

na pagbasa. AAR shall be for all learners, however, it shall be intensified for learners

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who are struggling. For learners who are at the instructional and independent levels,

occasional AAR shall be adopted.

Project i-ReACt shall be supported by the Adopt-a-School Program (ASP) and

the school’s Annual Procurement Plan (APP). Since the materials shall be reproduced

at the school level, administrative support is an integral part of COCO REAP. This is

not going to be a problem since i-ReAct has been a part of the Enhanced School

Improvement Plan.

Process Flow and Timeline

Figure 2. COCO REAP Process Flow and Timeline

Intervention and Enrichment Scheme

Below are the schemes COCO REAP adopts for the learners. Learners are

categorized into three reading levels and each level is provided with appropriate

number of reading activities, monthly assessments, and adult-assisted reading

sessions.

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 Table 2. COCO REAP Intervention and Enrichment Schemes
Reading Levels Intervention / Enrichment Schemes
(Categories)
Struggling / Kabiguan 2 Silent Reading Activities per Week; 1 Oral Reading Activity
per WEEK
1 Summative Reading Assessment per Month
1 Exit Assessment at the end of school year
Instructional / 2 Silent Reading Activities per Week; 2 Oral Reading
Pampagkatuto Activities per Quarter
1 Summative Reading Assessment per Month
1 Exit Assessment at the end of school year
Independent / Malaya 2 Reading Activities per Week; 1 Oral Reading per Quarter
1 Summative Reading Assessment per Month
1 Exit Assessment at the end of school year

To provide further support to the implementation of COCO REAP, the research

team of the language departments shall conduct action researches. The action

research shall focus on the following:

1. Qualitative Action Research (Phenomenological)

“Teaching Reading from a Distance: Exploring the Lived Experiences of

Reading Teachers in Modular Learning Delivery”

2. Quantitative Action Research

“Effectiveness of Adult-Assisted Reading in Addressing Problems with

Struggling Readers”

Figure 3. Qualitative Action Research for COCO REAP

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COCO REAP Workplan

The implementation of one complete cycle of COCO REAP shall last for one

school year. It shall commence in September 2021 as the classes open and shall be

formally concluded in July 2022 during the year-end ceremonies. The specific activities

to be undertaken during the complete cycle are presented in Table 3.

Table 3. COCO REAP Workplan

Activity Date/s Person/s Resources Expected Remarks
Involved Needed Output/s or
MOVs
Planning – September All Language Zoom Cloud Documentation Done
Meeting 28 Teachers, Meeting Report
Academic Heads, Internet
and Property Connection School
Custodian Memorandum
Reproduction October 6, Reading A4 Utilization Done
of Pre-Tests 2021 Coordinator Bondpapers Report

Documentation
Distribution October 12 All Class Advisers Attendance Attendance
and and 14, Parents/ Sheets or and
Administration 2021 Guardians monitoring Documentation
of Pre-Tests form Report
Orientation on October 25, All Teachers and Zoom Cloud Documentation
Project i- 8AM Staff; Students; Meeting Report
ReAct: Oplan Parents and other Internet
COCO REAP Stakeholders Connection School
Streamyard Memorandum
App
Submission / October 26 All Class Advisers, Attendance Attendance
retrieval and and 28, Parents/Guardians
checking of 2021 Language Documentation
accomplished Teachers Report
pre-tests
Submission of October 29, All Language Google Signed List of
List of 2021 Teachers Spreadsheet Students per
Students per Category
Reading Level Reading
or Category Coordinator Summary
Reproduction October 26- Reading A4 Utilization
of Reading 27, 2021 Coordinator Bondpaper Report
Activities
Risograph Documentation
Machine
Implementation November All Language Monitoring Utilization
of Oplan 2021 – May Teachers Tools Report
COCO REAP 2022 Class Advisers Attendance
(Projects Students Monitoring
REACH, BUS, Parents/Guardians Report
i-ReAct) Statistical
Report on
MAR

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 Post Test June 2022 All Class Advisers Attendance Attendance
Distribution / (Week 1) Parents/ Sheets or and
Administration Guardians monitoring Documentation
form Report
Submission / June 2022 All Class Advisers, Attendance Attendance
retrieval and (Week 2) Parents/Guardians
checking of Language Documentation
accomplished Teachers Report
post-tests
Statistical
Reports

Finalization July 2022 Reading Computer, Action

and (Week 1) Coordinators Internet Research
Presentation of connection, Manuscript /
Action Printer terminal
Research Reports
Recognition of July 2022 All Faculty and Audio-Video Attendance
COCO REAP (Week 2) Staff Presentation
Key Players All Learners Documentation
All Parents/ Zoom Report
Guardians Meeting
Copy of AVP
Streamyard

References

What is Reading? – Definition & Process. (2016, October 14). Retrieved from

https://study.com/academy/lesson/what-is-reading-definition-process.html.

Law Offices of Irina Roller (n.d.). READING DIFFICULTIES.

http://www.nycspecialeducation.com/reading-difficulties.html.

DepEd (2012). GUIDELINES ON THE UTILIZATION OF FUNDS FOR THE EVERY

CHILD A READER PROGRAM (ECARP).

https://www.deped.gov.ph/2012/06/15/do-50-s-2012-guidelines-on-the-

utilization-of-funds-for-the-every-child-a-reader-program-ecarp/

DepEd (2019). Hamon: Bawat Bata Bumabasa (3Bs Initiative).

https://www.deped.gov.ph/wp-content/uploads/2019/11/DM_s2019_173-1.pdf

Calica, A. (2019). ‘Brigada Pagbasa’ Launched To Ensure Every Filipino Can Read,

Is Literate. https://www.onenews.ph/articles/brigada-pagbasa-launched-to-

ensure-every-filipino-can-read

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 APPENDIX A

Conduct of the Language Departments’ Strategic Planning Meeting

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 APPENDIX B
Utilization Report on the Reproduction of Pre-Assessment in Reading

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 APPENDIX C
The Project i-ReAct:
COCO ReaP Organizational Structure and Technical Working Group

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