NATIONAL READING

PROGRAM

DWAIN OCAMPO DOCTANA

Master of Arts in Education – English
President Ramon Magsaysay State University
Graduate School – Iba Campus

Prof. Nesthe Quijano, Ed.D.

Class Facilitator, Current Issues in Education
MEE 220
 IT TAKES A
VILLAGE TO RAISE
A READER.
 TOPICS:

• The status of Reading Literacy in the

Philippine Education
• DepEd Memorandum No. 173, s.
2019
• DepEd Order No. 13, s. 2023
• DepEd Memorandum No. 64, s. 2023
• DepEd Order No. 001, s. 2024
 STATUS OF
READING
LITERACY IN THE
PHILIPPINE
EDUCATION
 • Filipino students obtained an average score of
340 points in Overall Reading Literacy, which
was significantly lower than the OECD average
of 487 points.

y
ac
• Only 1 out of 5 Filipino students (19.4%)

te r
achieved at least the minimum proficiency level
Li (Level 2) in Overall Reading Literacy.
ing
ad

• Among the participating ASEAN countries,

Re

Filipino students performed closest to but

significantly behind Indonesian students by 31
points in Overall Reading Literacy.

• Among the Process tasks, Filipino students

obtained the highest mean scores in Locate
Information (343 points).
STATUS OF READING LITERACY IN THE PHILIPPINE EDUCATION
 • Between the two reading source subscales,
Filipino students attained a higher average
score in Source - Multiple (341 points).

y
• In the Philippines, female students performed

ac
significantly better than male students in

te r
Overall Reading Literacy with a 27-point
Li difference.
ing

• Majority of male students (84.82%) and

ad

female students (76.90%) did not obtain the

Re

minimum proficiency level (Level 2) in Overall

Reading Literacy.

• Filipino students from private schools

averaged 390 points, which was significantly
higher than public school students who
averaged
STATUS OF READING LITERACY IN THE PHILIPPINE EDUCATION 328 points.
 • The mean Reading Literacy score of SHS
students (428 points) was significantly higher
than that of JHS students (339 points).

y
• The National Capital Region (NCR), Region 7

ac
(Central Visayas), and Region 11 (Southern

te r
Mindanao) achieved the highest Overall
Li Reading Literacy average performance for their
ing

respective island groups.

ad
Re

• The mean Reading Literacy score of students

residing in urban communities (355 points) was
significantly higher than the mean score of those
living in rural communities (313 points).

STATUS OF READING LITERACY IN THE PHILIPPINE EDUCATION

 p.11

p.12

STATUS OF READING LITERACY IN THE PHILIPPINE EDUCATION

 GENDER

p. 15

STATUS OF READING LITERACY IN THE PHILIPPINE EDUCATION

 JHS and SHS

pp. 18-19

STATUS OF READING LITERACY IN THE PHILIPPINE EDUCATION

 JHS and SHS

p. 23

STATUS OF READING LITERACY IN THE PHILIPPINE EDUCATION

DEPED MEMORANDUM NO. 173, SERIES OF 2019

HAMON:
BAWAT BATA
BUMABASA
(3Bs INITIATIVE)
DEPED MEMO NO. 173, S. 2019 | HAMON: BAWAT BATA BUMABASA
 THE PROBLEM

STATUS OF READING LITERACY IN THE PHILIPPINE EDUCATION

DEPED MEMO NO. 173, S. 2019 | HAMON: BAWAT BATA BUMABASA
 IMPLEMENTATION COMPONENTS
OF THE 3B

DEPED MEMO NO. 173, S. 2019 | HAMON: BAWAT BATA BUMABASA

 IMPLEMENTATION COMPONENTS
OF THE 3B

DEPED MEMO NO. 173, S. 2019 | HAMON: BAWAT BATA BUMABASA

 IMPLEMENTATION COMPONENTS
OF THE 3B

DEPED MEMO NO. 173, S. 2019 | HAMON: BAWAT BATA BUMABASA

 DEPED MEMORANDUM NO. 013, SERIES OF 2023

ADOPTION OF THE
NATIONAL LEARNING
RECOVERY PROGRAM IN
THE DEPARTMENT OF
EDUCATION
(NATIONAL READING PROGRAM [NRP])
DEPED ORDER NO. 013, SERIES OF 2023 | ADOPTION OF THE NATIONAL
LEARNING RECOVERY PROGRAM IN THE DEPARTMENT OF EDUCATION
 REASON OF ITS ESTABLISHMENT

DEPED ORDER NO. 013, SERIES OF 2023 | ADOPTION OF THE NATIONAL

LEARNING RECOVERY PROGRAM IN THE DEPARTMENT OF EDUCATION
 REVISITING THE PURPOSE OF
MATATAG CURRICULUM

DEPED ORDER NO. 013, SERIES OF 2023 | ADOPTION OF THE NATIONAL

LEARNING RECOVERY PROGRAM IN THE DEPARTMENT OF EDUCATION
DEPED ORDER NO. 013, SERIES OF 2023 | ADOPTION OF THE NATIONAL
LEARNING RECOVERY PROGRAM IN THE DEPARTMENT OF EDUCATION
 IMPLEMENTING THE NATIONAL LEARNING RECOVERY
PROGRAM USING THE MATATAG AGENDA AS A GUIDE

DEPED ORDER NO. 013, SERIES OF 2023 | ADOPTION OF THE NATIONAL

LEARNING RECOVERY PROGRAM IN THE DEPARTMENT OF EDUCATION
 IMPLEMENTING THE NATIONAL LEARNING RECOVERY
PROGRAM USING THE MATATAG AGENDA AS A GUIDE
1. SY 2023-2024 shall follow the MELCs for formal education and ALS
SHS; but shall be phased out in the next school year with the
implementation of the revised K to 10 curriculum;
2. Starting 2024-2025 the revised K to 10 curriculum shall be
implemented for Kindergarten, Grade 1, Grade 4, and Grade 7;
3. ALS shall continue to use the ALS K to 12 Basic Education Curriculum

DEPED ORDER NO. 013, SERIES OF 2023 | ADOPTION OF THE NATIONAL

LEARNING RECOVERY PROGRAM IN THE DEPARTMENT OF EDUCATION
 IMPLEMENTING THE NATIONAL LEARNING RECOVERY
PROGRAM USING THE MATATAG AGENDA AS A GUIDE
1. SY 2023-2024 shall follow the MELCs for formal education and ALS SHS; but
shall be phased out in the next school year with the implementation of the revised
K to 10 curriculum;
2. Starting 2024-2025 the revised K to 10 curriculum shall be implemented for
Kindergarten, Grade 1, Grade 4, and Grade 7;
3. ALS shall continue to use the ALS K to 12 Basic Education Curriculum

DEPED ORDER NO. 013, SERIES OF 2023 | ADOPTION OF THE NATIONAL

LEARNING RECOVERY PROGRAM IN THE DEPARTMENT OF EDUCATION
 IMPLEMENTING THE NATIONAL LEARNING RECOVERY
PROGRAM USING THE MATATAG AGENDA AS A GUIDE

DEPED ORDER NO. 013, SERIES OF 2023 | ADOPTION OF THE NATIONAL

LEARNING RECOVERY PROGRAM IN THE DEPARTMENT OF EDUCATION
 IMPLEMENTING THE NATIONAL LEARNING RECOVERY
PROGRAM USING THE MATATAG AGENDA AS A GUIDE

DEPED ORDER NO. 013, SERIES OF 2023 | ADOPTION OF THE NATIONAL

LEARNING RECOVERY PROGRAM IN THE DEPARTMENT OF EDUCATION
 FINANCING THE NLRP

DEPED ORDER NO. 013, SERIES OF 2023 | ADOPTION OF THE NATIONAL

LEARNING RECOVERY PROGRAM IN THE DEPARTMENT OF EDUCATION
DEPED ORDER NO. 064, SERIES OF 2024 | SCREENING AND EVALUATION TOOLS FOR
THE EVALUATION AND SELECTION OF READING RESOURCES FOR THE NATIONAL READING PROGRAM
 PURPOSE OF THE MEMORANDUM

DEPED ORDER NO. 064, SERIES OF 2024 | SCREENING AND EVALUATION TOOLS FOR
THE EVALUATION AND SELECTION OF READING RESOURCES FOR THE NATIONAL READING PROGRAM
DEPED ORDER NO. 064, SERIES OF 2023 | SCREENING AND EVALUATION TOOLS FOR
THE EVALUATION AND SELECTION OF READING RESOURCES FOR THE NATIONAL READING PROGRAM
DEPED ORDER NO. 001, SERIES OF 2024 | IMPLEMENTATION OF CATCH-UP FRIDAYS
 PROCEDURES OF THE MEMORANDUM

DEPED ORDER NO. 001, SERIES OF 2024 | IMPLEMENTATION OF CATCH-UP FRIDAYS

DEPED ORDER NO. 001, SERIES OF 2024 | IMPLEMENTATION OF CATCH-UP FRIDAYS
DEPED ORDER NO. 001, SERIES OF 2024 | IMPLEMENTATION OF CATCH-UP FRIDAYS
DEPED ORDER NO. 001, SERIES OF 2024 | IMPLEMENTATION OF CATCH-UP FRIDAYS
DEPED ORDER NO. 001, SERIES OF 2024 | IMPLEMENTATION OF CATCH-UP FRIDAYS
DEPED ORDER NO. 001, SERIES OF 2024 | IMPLEMENTATION OF CATCH-UP FRIDAYS
DEPED ORDER NO. 001, SERIES OF 2024 | IMPLEMENTATION OF CATCH-UP FRIDAYS
DEPED ORDER NO. 001, SERIES OF 2024 | IMPLEMENTATION OF CATCH-UP FRIDAYS
DEPED ORDER NO. 001, SERIES OF 2024 | IMPLEMENTATION OF CATCH-UP FRIDAYS
DEPED ORDER NO. 001, SERIES OF 2024 | IMPLEMENTATION OF CATCH-UP FRIDAYS
DEPED ORDER NO. 001, SERIES OF 2024 | IMPLEMENTATION OF CATCH-UP FRIDAYS
DEPED ORDER NO. 001, SERIES OF 2024 | IMPLEMENTATION OF CATCH-UP FRIDAYS
Experiences of Teachers in the implementation
of NRP
Participant Statement Code

P1S “…unang una na dyan ang budget may • Budget

[elementary teacher in 1st
Dristrict Zambales] supply man ang office d sasapat kun • Shortage of supplies
talagang sesiryosohin naming ang pag
iimplement ah”
“mga reading materials palang talo na • Reading materials not provided by
kami..kaya ang siste sariling bulsa naming the government
ang nagsa suffer” • Personal funds affected
“hindi pa kasama un oras ng preparation • Preparation period
talagang maglalaan ka ng oras oara sa • Additional task
prep...imbis na igawa naming ng [ng] mga
paghahanda para sa everyday lesson
naming hindi na naming magawa un iba..”
“at sa part naman ng mga bata..dahil alam * Students absences compromising
nila na catch up Friday madami dami ang their active engagement in the program
laging absent every friday”
Experiences of Teachers in the implementation
of NRP
Participant Statement Code

P2SA “DepEd Catch-up Friday Pre-reading • Content of lessons taught in classes

[JHS Teacher and Reading
Coordinator] During and Post Reading Activities
integrated in every lesson targeting
specific skill such as spelling, grammar,
vocabulary per month”
“Project REACT (reading Engagement and • School’s initiatives to inculcate
Community Tie-Up)-the school reading reading among learners with the
program where learners with reading help of co-teachers
difficulties are addressed through remedial
reading sessions and foster a love for
reading among students. Under this, we
have the Project Adopt-a-Child in Reading
wherein each teacher adopt[s] a child
identified with reading difficulty and
provide/support them with help through
remedial reading activities after class.
Experiences of Teachers in the implementation
of NRP
Participant Statement Code

P2SA “Teacher’s training, seminar/workshop on • Teacher’s professional development

[JHS Teacher and Reading
Coordinator] how to equip their knowledge and in terms of giving remedial reading
expertise in employing appropriate classes for individual learners
strategies in helping these learners who
struggle in reading”

“Availability of reading materials which I • Materials for the reading program

think meron naman na ngayon but before
kanya kanyng provide talaga.”
Experiences of Teachers in the implementation
of NRP
Participant Statement Code

P2SA “Learner’s motivation, frequent absences * Students absences compromising

[JHS Teacher and Reading
Coordinator] kaya di nakaka attend ng remedial their active engagement in the program
reading”
Experiences of Teachers in the implementation
of NRP
Participant Statement Code

P3C “Kulang sa material” • Availability of materials which can

[Elementary Teacher]
be used as reference for the
reading program
Experiences of Teachers in the implementation
of NRP
Participant Statement Code

P4B “Madalas na activities na iniimplement • One by one reading strategy

[JHS Teacher and Reading
Coordinator] naming is by allowing the students to read • Assessments of strengths and
one by one. Knowing their strength and weaknesses
weaknesses about vocabulary and • Lack of clear instructions and
pronunciation (ginawa naming tong guidelines of implementation
technique because Wala naman sapat na
clear instruction nung na implement ito)”
“Ang nung nagkaroon ng ng plan, every • Provision of lesson plan and
period different activities using their discussion of topics provided
provided lesson plan…”
Experiences of Teachers in the implementation
of NRP
Participant Statement Code

P4B “No resources kaya di Rin alam naming • Lack of resources

[JHS Teacher and Reading
Coordinator] kung ano ang gagawin naming” • Lack of guide

“Ang nung nagkaroon ng ng plan, every • Provision of lesson plan and

period different activities using their discussion of topics provided
provided lesson plan…”
Experiences of Teachers in the implementation
of NRP
Participant Statement Code

P5SF “activities are varied from storytelling, • Strategies employed to make active
[JHS Teacher and Reading
Coordinator] vocabulary building activities, spelling, learner engagement in reading
reader’s theater. The tasks are • Varied activities
implemented by giving different activities • Activities are chosen based on the
every week. The tasks for a particular targeted skills
week are aligned with a targeted skill/set of
skills”
“The biggest challenge is the lack of a • Lack of unified material/activity
unified material/activity and focus • Positive attitude towards the
competencies since CUF seems to have NRP/CUF
not been given ample planning and
consideration. The program has the best
intentions but the timing is terrible. A good
planning and mechanism would have
helped the program maximize its goal.”
MARAMING SALAMAT PO
SA INYONG PAKIKINIG!
REFERENCES

Department of Education. (2019) PISA 2018 National Report of the Philippines. p. VII. Pasig City, Philippines.
https://www.deped.gov.ph/wp-content/uploads/2019/12/PISA-2018-Philippine-National-Report.pdf