Critical Review of Related Literature

In line with the implementation of the K to 12 Basic Education Program, the Department
of Education (DepEd) has strengthened the implementation of Every Child a Reader Program
(ECARP). This Program is envisioned to establish and institutionalize, through a Multi-literacy
and Numeracy Program, a continuous, sustainable, and cost-effective professional development
system (school-based mentoring or learning partnership program for technology transfer) to
primary school teachers and thereby produce Filipino children with literacy and numeracy skills
for lifelong learning.
Every Child a Reader Program's execution has been bolstered by the Department of
Education (DepEd) in accordance with the K–12 Basic Education Program's implementation
(ECARP). The goal of this program is to create and institutionalize a multi-literacy and numeracy
program that will provide primary school teachers with a continuous, sustainable, and cost-
effective professional development system (school-based mentoring or learning partnership
program for technology transfer), resulting in the development of literacy and numeracy skills in
Filipino children that will prepare them for lifelong learning.
Parents, individually or collectively, through the school systems, shall help carry out the
educational objectives in accordance with national goals. Parental involvement is said to have
positive effect on the performance of the pupils. This implies the big responsibility of parents in
the delivery of quality education.
Parents, individually or collectively, through the school systems, shall help carry out the
educational objectives in conformity with national aims. Parental participation is thought to have
favorable effect on the performance of the pupils. This suggests that parents have a significant role
to play in the provision of high-quality education.
The mastering of other abilities that lead to literacy on the primary ground for most learning
processes requires reading as a macro-English skill (Kennedy et al., 2012). Reading inferences
seems to be a challenge for students (Pretorius, 2000), implies that reading is essential for learning
and for being proficient in many areas of scholastic performance.
UNESCO (2000) reported 1, 576, 021, 818 affected learners out of 91.3% total enrolled
learners in 188 countries in all levels of learning in 188 countries in all levels while reading is one
of the most important predictors of success in learning (Zhan et al., 2016)
A significant impact is stressed on the recurrence of illiteracy from parents to children
(Matshe, 2014). Early reading abilities should be developed at an early age (Asri, 2021; Zhan et
al., 2016). Attention to this ability is needed for optimum development. Comprehension of the
reading materials has a connection to reading skills (Perfetti, 2007).
Teachers play an essential role in learning reading (Bertram, 2006); however, the closure
of schools due to the global pandemic calls for an emergency among non-readers and slow readers
(Ayu et al., 2021). Both morphological and phonological awareness are essential in developing
reading ability (Mahony et al., 2000).

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 Academic achievement of non-readers is a common knowledge in modern classroom
(Whitten et al., 2016). Teacher-student relationship must be established to develop reading ability
(B & Abhijith, 2014). but, with the closure of schools today, this is impossible.
Other Related Research

1. Alghasab, M., & Handley, Z. (2017). Capturing (non-)collaboration in wiki-mediated collaborative

writing activities: The need to examine discussion posts and editing acts in tandem. Computer
Assisted Language Learning, 30, 664–691.
2. Eckstein, G., & Ferris, D. (2018). Comparing L1 and L2 texts and writers in first‐year composition.
TESOL Quarterly, 52, 137–162.
3. Gevers, J. (2018). Translingualism revisited: Language difference and hybridity in L2 writing.
Journal of Second Language Writing, 40, 73–83.
4. Holm, L. (2017). Constructions of the literacy competence levels of multilingual students. Language
and Education, 31, 449–462.
5. Moses, L., & Kelly, L. B. (2017). The development of positive literate identities among emerging
bilingual and monolingual first graders. Journal of Literacy Research, 49, 393–423.