IMPLEMENTATION OF EVERY CHILD A READER PROGRAM IN THE CENTRAL SCHOOLS OF AGUSAN DEL SUR DIVISION

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 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.