IMPLEMENTATION OF EVERY CHILD A READER

PROGRAM IN THE CENTRAL SCHOOLS OF

AGUSAN DEL SUR DIVISION
by
Manilyn Montilla Magaso
[email protected]

Abstract

This research aimed to determine the implementation

of Every Child A Reader Program (ECARP) in the central
schools of Agusan del Sur Division. The activities
examined under such program included the ECARP
activities like the Philippine Informal Reading Inventory
(Phil-IRI), Drop Everything And Read (DEAR), Five Words
A Week (FWAW), Reading Camp, Early Language
Literacy and Numeracy (ELLN), Read Two Books A Year
(RTBAY), Reading Remediation and Reading
Intervention. Test of significant difference in the
implementation of ECARP among central schools was
tested.
This study used the descriptive-comparative research
design. A researcher-made questionnaire was used to
gather data from central school teachers on the
implementation of ECARP. The Raosoft software was
used to identify the sample size of respondents.
Frequency, percentage, weighted mean, Kolmogorov-
Smirnov test, Kruskal-Wallis Test and Mann-Whitney U
Test were used to interpret the data gathered.
Results revealed that only 11 out of 13 central schools
implemented all the suggested activities under ECARP.
The two central schools failed to implement the Reading
Two Books A Year (RTBAY) and conduct Reading
Camps. There is a significant difference in the
implementation of the program among central schools.
This concluded that principals had the leeway to select
the activities to be implemented under ECARP. School
administrators should intensify monitoring ECARP
implementation and see to it that all schools implement

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the suggested activities under the program. Similarly,
teachers need to implement the program religiously by
identifying the word recognition skills and level of reading
comprehension of every child in the class.

Introduction
Reading is a complex developmental challenge that
we know to be intertwined with many other developmental
accomplishments: attention, memory, language and
motivation. Reading is not only a cognitive psycholinguistic
activity but also a social activity (Cekiso, 2014).
The Department of Education (DepEd) is mandated to
ensure that every child is a successful reader. Every Child
A Reader Program (ECARP) in DepEd Order No.45, s.
2002 was launched to support the Philippine Informal
Reading Inventory (PHIL-IRI) and other reading
programs/activities that gauge the reading proficiency
level of pupils and to help them become a reader suited at
their own level.
In addition, Department Order No. 70 s. 2011 known
as Guidelines on the Utilization of Funds for Every Child A
Reader (ECARP) was released. It was designed to equip
elementary pupils with strategic reading and writing skills
to make them independent young readers and writers. It
also provides a year-long training for teachers to make
them multi-literate and independent problem-solvers of
literacy problems in their schools. It is important to
remember that a child’s strong language, literacy and
numeracy skills formed the base of his or her being a
lifelong learner. When the needs of children are well
addressed, teaching and classroom management become
easier. The Reading Camp activity tends to meet the
educational and emotional needs of children every
summer by providing a free week of camp. The program
helps nourish the mind of the learners and develop them
holistically (Ronquillo, 2015).
The Department of Education implemented the
different activities relative to reading such as Five Words
A Week (FWAW), Read Two Books A Year (RTBAY), Drop
Everything And Read (DEAR), spelling and other activities.

50
As observed there are still pupils who are non-readers.
With this, the researcher is inspired to determine the
implementation of Every Child A Reader Program in the
Central Schools of Agusan del Sur Division.
Furthermore, this research study is significant to all
teachers to be more sensitive to the needs of the pupils
and be able to design new teaching techniques and
strategies for the pupils to achieve better performance in
reading. Parents’ participation encourages pupils’
participation in developing reading skills through follow-up
readings at home for their children. More so, this study will
inspire pupils to appreciate the importance of reading and
its effect to their performances in school.

Theoretical Framework
Reading is one of the basic skills that learners need to
develop. This is necessary because of its essential role in
the learning process, not just in learning the English
language but also in other subjects, as well. The Every
Child A Reader Program (ECARP) is anchored on the
Scaffolding Theory of Bruner (Grant, 2016). Bruner’s
scaffolding theory deals on the child’s social environment
and social interactions which are the key elements in the
learning process. Bruner believed that when a child start
to learn new concepts, they need an active support from
teachers and other adults. At first, learners are dependent
on their adult support, but as they become more
independent in their thinking and acquire new skills and
knowledge, the support can gradually fade.
Bruner’s theory means that scaffolding can be applied
across all sectors, in all ages and in aspects of learning. A
child should have a strong foundation in reading. Teachers
are the main supporters in teaching and learning process.
Children gain more confidence and competence since
they are supported by their teachers and parents
(Wheeler, 2017).

51
 In line with the Scaffolding Theory, ECARP
implementation is a way of scaffolding wherein, the
teachers serve as support to the learners by initiating the
activities in ECARP like remedial activity in which the
teachers while listening to the child reading gives the
correct way of reading a word, if ever the child finds it
difficult to read. In the same manner, in the conduct of the
reading camp different performances showcase children’s
learnings in ECARP and, the teacher is busy coaching the
child how to retell the story.

Statement of the Problem

This study aimed to determine the implementation of
Every Child A Reader Program (ECARP) in the central
schools of Agusan del Sur Division.
Specifically, it sought to answer the following
questions:
1. What are the activities of central schools in the
implementation of ECARP?
2. How do the central schools implement the Every
Child A Reader Program (ECARP) through the following
activities:
2.1 Philippine Informal Reading Inventory (Phil
IRI);
2.2 Drop Everything And Read (DEAR);
2.3 Five Words A Week (Five Words A Week);
2.4 Read Two Books A Year (RTBAY);
2.5 Reading Camp;
2.6 Early Language Literacy and Numeracy
(ELLN);
2.7 Reading Remediation; and
2.8 Reading Intervention
3. Is there a significant difference in the
implementation of ECARP among central schools?
4. Based on the findings of this study, what intervention
program may be proposed?

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Hypothesis
Ho1. There is no significant difference in the
implementation of ECARP among central schools in
Agusan del Sur Division.

Summary
The following were the findings of the study based on
the.data.analyzed;
Among the 13 central schools of Agusan del Sur
Division, 11 central schools implemented all the activities
under ECARP. However, the central schools of Patin-ay
and Lapanigan failed to implement Reading Two Books A
Year (RTBAY) and Reading Camp.
All of the 13 central schools implemented the ECARP
activities such as Philippine Informal Reading Inventory
(Phil-IRI), Drop Everything And Reading (DEAR), Five
Words A Week (FWAW), Early Language Literacy and
Numeracy (ELLN), Reading Remediation and Reading
Intervention. However, Patin-ay Central Elementary
School and Lapinigan Central Elementary School failed to
conduct Reading Two Books A Year (RTBAY) and
Reading Camp. There is a significant difference on the
implementation of ECARP in the 13 central schools of
Agusan del Sur Division.

Conclusion
The following conclusions were drawn based on the
findings:
Principals and teachers in the central schools were
very busy with many concerns and intervening activities,
thus, the full implementation of the different activities under
ECARP was difficult to attain.
Every Child A Reader Program implementation was
sometimes forgotten by the principals and teachers
because of the many intervening activities in the
Department of Education. However, since it is a program
by the Department, monitoring is done from time to time.

53
Hence, the Department initiated activities to enhance its
implementation like the Early Language Literacy and
Numeracy wherein Kindergaten to Grade 3 teachers were
given continuous training on how to improve reading and
numeracy skills among learners. On the other hand,
specifically on the activities in ECARP, Reading Two
Books A Year (RTBAY) and Reading Camp were not given
emphasis among the central schools of Agusan del Sur
Division. Principals and teachers find the activities tedious
considering the overlapping of reports.
Central schools differed in the implementation of Every
Child A Reader Program (ECARP). Significant differences
in the implementation of ECARP was due to the
unavailability of reading teachers and priorities of school
learners, teachers and school heads.

Recommendations
The following recommendations were considered:
DepEd Personnel. While ECARP is given priority by
the Department, monitoring of instructional leaders need
to be done regularly. Reading activities need to be
prioritized by the school heads. Pupils need to develop
their reading skills by constantly visiting the school library.
School libraries need to be functional.
School Administrators. School administrators need to
intensify monitoring ECARP implementation. They have to
conduct monthly oral reading monitoring to all grade levels
to track the pupils’ reading levels. They should allocate
funds from the School MOOE that is reflected in the School
Improvement Plan or Annual Implementation Plan for
reading activities. In the same manner. Teachers should
be sent to seminars and workshops related to ECARP in
order to enhance its implementation. Similarly, LAC
sessions may be designed to improve teachers’ strategies
and methods in teaching reading. Further, partnership with
parents need to be enhanced to help them in the
implementation of ECARP.

54
 Teachers. Teachers need to conduct diagnostic
reading to identify the reading levels of every pupil. Then,
correct diagnosis must be done in order to give them
appropriate remediations. They should conduct different
activities to improve reading abilities of pupils such as
reading camp, read-a-thon, FWAW, DEAR, and others.
Further, they should be resourceful and creative in the
implementation of this program. In addition, they should
conduct monthly oral reading to all his pupils. Moreover,
they should develop among their learners the love of
reading.
Parents. Parents should be active partners of teachers
in developing the reading skills of the pupils which could
be done through remedial reading at home and provide
reading materials to improve their children’s reading level.
Further, they should develop the love reading among their
children.
Future Researchers. The future researchers may
conduct studies on this topic that centers on variables not
included in this study like the effects on the implementation
of Early Language Literacy and Numeracy. (ELLEN)

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