Calls to Expand Reading Intervention Programs
Education advocates have raised urgent concerns over the declining literacy rates and the need for post-pandemic learning recovery. On May 30, they urged the Department of Education (DepEd) to expand its reading intervention programs to better support struggling and transitioning readers across all grade levels. The exact four word keyphrase “reading intervention programs” is central to their call.
The Second Congressional Commission on Education (EDCOM 2) made this appeal following their monitoring visit on May 29 to Gotamco and Jose Rizal Elementary Schools in Pasay City. These visits were part of a broader evaluation of DepEd’s 2025 Summer Programs and their effectiveness in addressing learning recovery needs.
Current Efforts and Their Impact
EDCOM 2 recognized DepEd’s current literacy initiatives, especially the Bawat Bata Makababasa program in Region 9 and the nationwide Literacy Remediation Program (LRP) targeting Grade 3 students. These programs have been effective in strengthening foundational reading skills among early learners.
Sources familiar with the matter noted that these initiatives align well with the goal of targeted learning recovery. By using tools like the Comprehensive Rapid Literacy Assessment (CRLA), DepEd has been able to identify learners’ needs, provide focused drills, and facilitate small group instruction, all of which have improved results.
Parental feedback has been encouraging as many observed their children’s improved reading skills, confidence, and social interactions through the summer classes. Such outcomes highlight the positive impact of the current reading intervention programs.
Including Transitioning Readers in Support Efforts
Despite these successes, EDCOM 2 stressed the importance of expanding support beyond “low emerging readers” to include “transitioning readers.” These are students nearing grade-level fluency and comprehension who could catch up within a year with proper assistance.
CRLA data reveals that over 52% of assessed students in Grades 1 to 3 are not yet grade-level ready, with approximately 1.7 million classified as transitioning readers. These learners start the school year with 51 to 75 percent fluency and can answer at least half of comprehension questions accurately.
During discussions with educators, commission leaders acknowledged that while programs are effective, more time and flexibility are needed for teachers to concentrate on reading instruction. One educator remarked, “Kagaya po ngayong summer, kung sino po ‘yong mga kailangan namin maturuan, sila po ang hirap kaming makipag-coordinate.”
Addressing Attendance and Instructional Challenges
Attendance remains a significant challenge, as students who most need help are often the hardest to reach. School officials reported difficulties in coordinating with these learners despite the mandatory nature of the summer reading program.
DepEd officials stressed that consistent learner engagement is crucial for remediation success. To tackle varying reading abilities in classrooms, EDCOM 2 advocates for “teaching at the right level,” grouping students by actual reading skills rather than by grade. This method allows for tailored instruction that better meets learners’ needs.
Strengthening Community and Local Government Support
Commissioners also emphasized the vital role local government units (LGUs) play in supporting literacy efforts. Partnerships between schools and barangays can help track and encourage attendance among struggling students.
One local expert highlighted, “Kailangan rin ng suporta ng local communities, lalo na ng LGU. We need to engage the LGUs more.” They further suggested that literacy should be a shared responsibility beyond DepEd, involving coordination from barangay up to city levels.
The Commission pointed to Pasay City’s nearly two-decade-long locally funded reading program as a model for sustained community support. They encouraged other LGUs to utilize the Special Education Fund (SEF) to maintain consistent, targeted interventions for at-risk learners.
Looking Ahead: Recommendations for Policy and Practice
Established by Republic Act No. 11899, EDCOM 2 is tasked with conducting a comprehensive assessment of the Philippine education system. It aims to propose policy reforms that address the ongoing literacy challenges.
The Commission has already filed a resolution urging DepEd to dedicate the first eight weeks of the school year to focused literacy remediation. Expanding reading intervention programs to include transitioning readers and involving local communities are key steps in closing the literacy gap.
For more news and updates on education reform, visit Filipinokami.com.