NATIONAL READING PROGRAM
1. The Department of Education issued the Adoption of the National Recovery Program (NLRP).��2. The Department remains committed to addressing the learning loss heightened by school closures and disruption during the COVID-19 pandemic and low performance of its learners in International Large –Scale Assessments (ILSAs) and national assessments.��3. The Basic Education Development Plan 2023 issued through DO 024,s. 2022 (Adoption of the Basic Development Plan 2030) set the learning recovery efforts�in motion.
4. Anchored on the MATATAG: Bansang Makabata, Batang Makabansa agenda, DepEd adopts the NLRP to:� a. strengthen the learning recovery and continuity program of the Department� b. improve numeracy and literacy, and� c. accelerate the achievement of the education targets.��5. This shall primarily address the learning gaps through the concerted effort of DepEd, through the Curriculum and Teaching Strand, and all its offices, in collaboration with stakeholders from the public and private sectors.
Rationale:� � In line with the MATATAG: Bansang Makabata, Batang Makabansa agenda and in accordance with the continuous commitment of the Department of Education (DepEd) towards the improvement of literacy and the promotion of lifelong learning, it is deemed necessary to implement a comprehensive National Reading Program (NRP). �� The NRP seeks to develop foundational reading skills in Key Stage 1 and aims to enhance, intervene, and remediate to support the realization of learning standards, as stipulated in the languages curricula of the K to 12 Program.�
DepEd acknowledges the dismal reading performance of Filipino learners in both local and international large-scale assessments and continuous reports of illiteracy; hence, the need for the institution to implement a National Reading Program (NRP), which streamlines all existing reading programs in the country and enhances the efforts of relevant education stakeholders in developing the learners' literacy skills. ��It is an initiative aimed at improving reading skills and outcomes for children and young people across the country by providing access to high-quality reading materials and resources, as well as professional development opportunities for teachers and other education professionals.
The DepEd subscribes to UNICEF and SEAMEO's definition of reading literacy which is "understanding, using and responding to a range of written texts, in order to meet personal, societal, economic and civic needs" (2017, in UNICEF & SEAMEO, 2020). Therefore, DepEd acknowledges the importance of mastery of this complex process as one of the most important educational outcomes as it plays a vital role in the development of both breadth and depth of learning, and in turn leads to academic and professional success (Bymes & Wasik, 2019) among learners.
DepEd, recognizing the diversity and complexity of the processes involved in daily reading activities, further extends its view on reading literacy as the ability to independently read, understand, analyze and think critically about a range of different print and digital text types, and acknowledges how reading literacy is a foundational necessity for various purposes such as for personal enjoyment, to learn about the world, and to be involved in the community through understanding, using, reflecting on and engaging with written and various multimedia texts for achievement of one's goals, development of one's knowledge and potential, and productive participation in society.
The ability to read is paramount, not only to personal development, but also to national and global progress, which is why the United Nations identifies it as one of the indicators of the Sustainable Development Goal (SDG) education target:��SDG 4.1.1b indicator defines minimum proficiency in reading for 'end of primary' as: Students independently and fluently read simple, short narrative and expository texts, They locate explicitly-stated information. They interpret and give some explanations about the key ideas in these texts. They provide simple, personal opinions or judgements about the information, events, and characters in a text (UNICEF & SEAMEO, 2020).
The ability to read is critical in the acquisition of basic literacy and functional literacy; hence, DepEd gives priority to the acquisition of such skill in daily classroom instruction, serving as an effective tool for learning other content areas using language/s that facilitate learning across the curriculum.
Terminal Objective:�� By the end of Grade 3, learners are literate (critical thinkers, readers, and writers) and fluent in the use of Filipino and English as a second language (oral and written) in understanding and expressing familiar and developmentally- and grade-level appropriate texts and use their conversational language skills in day-to-day activities and their academic language in understanding and discussing various specific contents.�
NRP also aims to help Filipino learners attain (l ) reading proficiency according to their grade level and (2) improved learning outcomes as evidenced by national and International Large-Scale Assessments (ILSAs) results.
The main goal of the National Reading Program (NRP) of the Philippines is to make every Filipino citizen literate, making it one of the contributing factors to national development. Specifically, the NRP aims to achieve the following objectives:��1. Make all Filipinos functional, critical, proficient, and independent readers. �2.Engage all sectors and stakeholders towards shared responsibility in developing a reading citizenry and eradicating illiteracy and aliteracy. �3.Develop a culture of reading among all Filipinos in schools and communities.�4. Provide inclusive, equitable, and accessible reading and literacy environments In schools and other learning spaces with high-quality learning resources and materials.�5.Upskill school leaders, teachers, parents/guardians, and other learning support aides to the reading/literacy development of learners. �6.Assist learners through focused and intentional reading intervention or remediation while also providing enrichment activities for advanced/proficient readers through meaningful activities.
7.Strengthen the application of explicit, intentional, holistic, and learner- centered pedagogical strategies in the teaching of reading to foster interest, motivation, and love for reading.��8.Ensure sustainability and continuous improvement of program delivery through evidence-based, data-driven, efficient, and effective monitoring and evaluation mechanisms across governance levels.
NRP FRAMEWORK:
The NRP is grounded on the Science of Reading and evidence-based instruction. It stresses the importance of addressing the learners' needs through the implementation of responsive reading programs, interventions, approaches, methodologies, and techniques, which, in turn, are aided by developmentally and grade-level-appropriate learning resources and technology. Thus, the conduct of assessment for learning must provide data for instructional leaders and teachers for informed decision-making.
The seamless interfacing with teachers and instructional leaders creates a culture of responsive and nurturing feedback mechanisms. Frequent in- and on-time monitoring and evaluation provide data-based policy and program review, thus ensuring continuous improvement.��The sustainability of a quality NRP requires a meaningful and strong support mechanism from the National Government Agencies, Local Government Units, Development Partners, Parents/Guardians, Private Sector, Civil Society Organizations, Teacher Education Institutions, and other education stakeholders. This collaboration ensures that every Filipino learner is a literate and productive member of society.�
NRP IMPLEMENTATION:��Program for intervention, remediation, and enrichment. �I . The Core Reading Program (CRP) in the Regular Languages Curricula is implemented through the language learning areas of the K to 12 Program in Key Stage 1.� �2. The Supplemental Reading Program (SRP) is a supplemental reading program with a specified time allotment where learners are grouped according to their reading needs. In the course of the program, these needs are addressed simultaneously for intervention, remediation, and enrichment in support to the regular languages curricula. SRP may come in the form of the following: � 2.1. Supplemental Reading Remediation Program (SRRP). The goal is to help learners catch up with their peers by providing extra support and instruction in areas where they may be struggling. It also aims to bring the individual's reading abilities up to age-appropriate levels so that they can better participate in their educational and personal lives. � 2.2. Supplemental Reading Enrichment Program (SREP). The goal is to further the learners’ level of attainment of the reading competencies and reinforce the love for reading. �
To be able to identify the learners who will undergo a specific type of SRP, the National Reading Program Assessment, in the form of the Comprehensive Rapid Literacy Assessment (CRLA), shall be conducted as stipulated:
Both assessments conducted at the Beginning-of-the-School Year (BoSY) and End-of-theSchool Year (EoSY) shall serve as profiling assessment for the NRP. ��Profiling assessment in Grade I is administered at the beginning of the school year to determine the reading profiles and needs of the learners, while the profiling assessment for Grade 2 and 3 is administered through a post-assessment before the closing of the previous school year. In other words, post-assessment in Grade I shall be used to obtain the reading profile of incoming Grade 2 learners and the post assessment in Grade 2 shall be used for incoming Grade 3 learners.
Both assessments conducted at the Beginning-of-the-School Year (BoSY) and End-of-theSchool Year (EoSY) shall serve as profiling assessment for the NRP. ��Profiling assessment in Grade I is administered at the beginning of the school year to determine the reading profiles and needs of the learners, while the profiling assessment for Grade 2 and 3 is administered through a post-assessment before the closing of the previous school year. In other words, post-assessment in Grade I shall be used to obtain the reading profile of incoming Grade 2 learners and the post assessment in Grade 2 shall be used for incoming Grade 3 learners.
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