FLEXIBLE

W READING
PROGRAMS
PROJECT W Re-READS
Reading Remediation and
2.0Enhancement through
Alternative Delivery
The capacity of a person to engage in all those
activities in which literacy is required for effective
function of his or her group and community and also for
enabling him or her to continue to use reading, writing
and calculation for his or her own and the community’s
development (UNESCO, 2020)

FUNCTIONA
L
LITERACY
COVID-19
PANDEMIC
Impact to Education
 Disproportionate state
 Digital Divide
 Learning Gaps
 Learning Loss

Source: UN SDG 2021 Report

COMPARATIVE ANALYSIS OF PHIL-IRI PRE-TEST AND POST TEST RESULTS SY 2020-2021

English Filipino
 PROJECT PROJECT
Re- Re-READS
READS W 2.0
Reading Reading
Remediation Remediation
and and
Enhancement Enhancement
through through Alternative
Appropriate and Deliver
 OBJECTIVES OF PROJECT Re-
READ 2.0

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The Project Re-READ 2.0 aims to contribute
to DepEd’s goal of developing holistic
learners with 21st Century Skills by
improving the reading ability of learners
across key stages.
 SPECIFIC
OBJECTIVES
KEY STAGE 1: Equip learners with fundamental literacy skills and competencies
needed for academic success in the succeeding key stages

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KEY STAGE 2: Provide learners avenues for enhancement and application of learned literacy
competencies to varied content areas in preparation for academic demands of high
school

KEY STAGE 3: Equip learners with the skills and competencies to interpret, evaluate
and represent information within and between learning area text texts and discourses,

KEY STAGE 4: Develop ability of learners to apply reading skills to a wide range of
materials and integrate information representing multiple and potentially conflicting
perspective, using multiple criteria and generating inferences across distant pieces of
information to determine how the information may be used.
LANGUAGE ARTS CURRICULUM
DOMAINS

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A. GENERAL GUIDELINES
1. All elementary and secondary schools shall align their
reading initiatives, advocacies, and activities with DepEd
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Memorandum No. 173, s. 2019, Hamon: Bawat Bata
Bumabasa (3Bs) Initiative.
2. The different distance learning delivery modalities
described in DepEd Order No. 12, s. 2020 or the Adoption
of the Basic Education Learning Continuity Plan
(BELCP) in Light of the COVID-19 Public Health
Emergency shall be adopted in the conduct of reading
assessment, reading instruction, and reading
intervention.
3. The health and safety guidelines mandated by the IATF, local
health authorities, and LGUs shall be strictly observed in the

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implementation of reading programs at all governance
levels.

4. Schools shall integrate Reading/ Literacy Time in

their Classroom Program for at least 30 minutes per
week.

5. Learning resources and teaching-learning delivery

modalities in reading should be tailor-fitted to learner’s
context and available resources for home-based learning.
6. All projects and activities relative to reading instruction and
intervention should be captured in Enhanced School

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Improvement Plan (eSIP), Annual Improvement Plan (AIP),
and Basic Education Learning Continuity Plan (BE-LCP).

7. Partnership initiatives in reading should be in

consonance with the Brigada Pagbasa Framework.
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PROFILING OF
LEARNERS
A. SPECIFIC GUIDELINES
1. Profiling of Learners
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1. All learners shall take the reading assessment test to be
administered in schools from October to November
2021.
2. Early Grade Reading Assessment (EGRA), Early
Language Literacy and Numeracy Assessment (ELLNA),
and Functional Literacy Assessment (FLA) shall be used
for Grades 1-3. Other contextualized or school/district-
developed reading assessment tool may be used
provided they assess the following primary skills:
 Sub-task What is Assessed
Letter Name Knowledge Ability to name letters of the alphabet
Letter Sound Knowledge Knowledge of the sound of each letter
Initial Sound Discrimination Ability to identify the first sound of each letter

Familiar Word Reading W

Ability to read familiar or high frequency words

Oral Reading Fluency Passage Ability to quickly and accurately read and connected text
and on a page and answer comprehension questions about
Oral Reading Comprehension what has been read.

Listening Comprehension Ability to listen and understand a passage being read.

Passage
Dictation Ability to spell and follow mechanics of print such as
spacing and direction of text, capitalization
and punctuation.
3. The Philippine Informal Reading Inventory (Phil IRI) shall
be used in Grades 4-6. The Phil-IRI is a tool for measuring

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and describing reading performance composed of
passages
designed to determine a learner’s reading level both in
English and Filipino.

4. School-initiated/prepared reading assessment tests shall be

used in Junior High School and Senior High School. The
reading assessment test will focus on reading
comprehension skills.
5. The School Head/OIC-School Head and School Reading
Coordinator shall take the lead in collecting the results of

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the profiling of learners. The gathered data shall serve as
baseline data in the preparation of the school-based
reading program.
6. The flexible reading assessment strategies like the use of
online reading assessment, audio/video recording, and
phone calls may be used. Schools may utilize other
strategies/ modalities in reading assessment provided
these are adaptive to learner’s context and compliant with
health and safety guidelines.
Presentation of Geomel Jetonzo
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READING
INSTRUCTION &
INTERVENTION
2. Reading Instruction and Intervention

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1. School-based Reading Program in K to 6 in English
and Filipino shall focus on the least learned reading
skills of learners with emphasis on the six (6) elements
of reading:
• Oral language
• Phonological awareness
• Phonics
• Vocabulary
• Fluency
• Comprehension
2. The School-based Reading Program in JHS and SHS
shall focus on vocabulary, fluency, and comprehension

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with emphasis on literacy across disciplines or
Content Area Literacy (CAL).

3. The following modalities in the conduct of reading

instruction and intervention shall be adopted based on the
available resources of learners at home as reflected in the
results of the enrolment survey:
 Modality Category of Learners
Online (Synchronous and Category 1: Learners with gadgets and stable

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Asynchronous) internet connection

Digital Modular and Category 2: Learners with gadgets but with

TV/Radio-Based limited internet connection
Instruction
Radio-Based Instruction Category 3: Learners with radios at home
and but
Modular no internet/phone signals
Print Modular Category 4: Learners with no gadgets and
internet/phone signals at home.
2.4 Radio-based instruction and TV-
based instruction are highly
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recommended as forms of
modalities in reading instruction and
intervention.
2.5 Learners may receive either printed or
video/digital materials. If a learner has no device
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to play the instructional videos, he will be
provided with printed materials. The Parent’s
Guide will give step-by-step procedure on how
to utilize the materials in the absence of face-to-
face interaction with the teacher.
2.6 Audio/video reading materials shall feature
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interactive activities that will ensure that
learners shall move from one reading level
to another. The audio/video will be based
on current trends and established
theories in reading instruction.
7. The teachers will also be given materials, both printed
and digital on literacy instruction. The materials will

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give teachers a comprehensive discussion on the
teaching of reading.

8. The learners’ resource materials shall be based on the

Big 6 of Reading Education. A specific set of materials
shall be given to learners based on their reading
ability or level of proficiency.
TEACHING AND
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LEARNING
MATERIALS
3. Teaching and Learning Materials
1. Prior to the development of learning resources in
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reading, a learning resource mapping shall be
conducted from schools to the division level to
determine the LR gaps in reading.

2. Results of the LR Mapping in reading shall be the bases of

the schools, district offices, and SDO in the development
of teaching and learning materials as well as
supplementary reading materials to support reading
instruction.
3.3 In the SDO level, the Education Program
Supervisors In- Charge of English, Filipino, and

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MTB-MLE shall take the lead in the development of
learning resources in reading. Their counterparts in
the schools and district offices (District Reading
Coordinators and School Reading Coordinators) shall
take charge in the development of learning resources
in the schools and district offices.
4. Schools shall harvest all supplementary materials, either
print or non-print, available in the LRMDS, DepEd TV,

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DepEd Radio, Radyo Eskwela sa Isabela, and DepEd
Commons. These materials must be accessible to
learners, so they can read in their free time.

5. Schools are enjoined to create their School Reading

Committee for the Production and Reproduction of
reading materials that will take the lead in consolidation,
printing, and reproduction.
3.6 The teaching and learning materials shall include the
following:

1.
2.
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Learning Package for Teachers on Beginning Reading Instruction
Learning Package for Teachers on Literacy Instruction Across Grade
Levels
3. Learning Materials for K to 3 Learners which includes Activity Sheets,
Learner’s Materials, Modules, Strategic Intervention Materials (SIMs),
Storybooks (Big and small books), Reader, and Workbook. Refer to the
Enclosure 5 for the suggested supplemental reading materials for K to
3 learners per literacy domain.
4. Learning Materials for Learners across Grade Levels
5. Parent’s Manual on Literacy Instruction which will serve as guide of
home
tutors and parents in teaching reading.
7. The existing policy guidelines in the
development and evaluation of learning resources
shall be followed.
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8. All developed learning resources in reading shall be
granted corresponding merit points during assessment
provided they comply with the requirements stipulated
in Division Memorandum No. 26, s. 2021.
IMPLEMENTING
GUIDELINES
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CAPACITY BUILDING
ACTIVITIES
RESEARCH AND
DEVELOPMENT
4. CAPACITY BUILDING ACTIVITIES

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1. The professional development program shall be
aligned with the competencies described in the
Philippine Professional Standards for Teachers (PPST)
and shall be designed based on the results of
reading assessment, program implementation
review, and NEAP Professional Development Priority
Agenda.
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4.2 Teachers handling reading classes shall take the
assessment test on teaching reading to establish
baseline data on teachers’ pedagogical knowledge. The
results of the assessment test shall provide direction on
capacity- building for teachers in teaching reading.
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4.3 The School Reading Coordinator and Assistant
School Reading Coordinator shall administer the
suggested
assessment tool on teachers’ readiness on teaching reading
(see Enclosure). The results of the assessment test for
teachers shall be submitted to the Schools Division
Office.
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4.4 The School Head/OIC-School Head shall present the
results of the teachers’ assessment test on reading to the
Division Education Program Supervisor in English and
Filipino for future capacity-building activities that shall
equip teachers of reading on the pedagogy of reading
and literacy.
5. The School Head/OIC-School Head shall design,

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develop, and implement appropriate capability
building activities for:
1. Reading Teachers
2. Reading Volunteers
3. Reading Home Tutors
4. Parents/guardians.
6. The Capability Building Activities shall focus on the
following topics, but schools can design their own

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CapB activities based on the specific needs of their
teachers:

1. Teaching Beginning Reading Using

Marungko and Fuller Approach
2. Functional Literacy Assessment Tool
3. Strategies in Teaching Beginning Reading
4. Strategies in Teaching Key Domains of Literacy
5. Strategies in the Development of
Content Area Literacy (CAL)
5. RESEARCH AND
DEVELOPMENT

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1. The Schools Division Office in coordination with the
Division Research Committee and the Division Research
Technical Working Group (DRTWG) shall conduct a series
of research to evaluate and improve the
implementation of the reading program. Schools are
also encouraged to conduct research on:

1. Reading Proficiency of Learners across Key

Stages
2. Effective Teaching Reading Strategies in line

3.
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with Distance Learning
Profile and Instructional Competence of K to 3
Reading Teachers
4. Effective Reading Assessment Tools and Strategies
5. Effective Strategies in Building Reading Gaps
5.2 With full support of the school heads, teachers will
disseminate and utilize their research through
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existing mechanism, such as but not limited to:

5.2.1 Learning Action Cell (LAC). The LAC

Session may be maximized by sharing the results of
ongoing and/or completed research. These may
serve as inputs for teachers in their respective
teaching and learning strategies in reading.
5.2.2 In-Service Training (InSET). The training design
may include discussions on research results and
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how these can be utilized.

5.2.3 School Governing Council (SGC).

Research results in reading and proposed actions
can be presented during school planning and
monitoring activities.
4. Enhanced School Improvement Plan
(eSIP)/ Annual Implementation Plan
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(AIP). Research results in reading may be
incorporated in the SIP. School planning activities
may bring forth possible research topics. These may
also be plotted as research initiatives in the SIP and
AIP.

5. School Report Card (SRC). Reading

interventions made as a result of action research
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5.3 The template of Basic and Action Research
described in DepEd Order No. 16, s. 2017 or the
DepEd Research Management Guidelines (RMG)
shall be followed.
IMPLEMENTING
GUIDELINES
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SUPPORT SYSTEM
AND PARTNERSHIP
INITIATIVE
MARIA ROSANNA A. DAUIGOY
SENIOR EDUCATION PROGRAM
SPECIALIST, SMAN
6. SUPPORT SYSTEM AND PARTNERSHIP INITIATIVES

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1. The Schools Division Office, District Offices and
schools shall engage communities and stakeholders
in the attainment of the goal of the Reading Program
by establishing community-based reading initiatives
6. SUPPORT SYSTEM AND PARTNERSHIP INITIATIVES

1. The Schools Division Office, District Offices and

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schools shall engage communities and stakeholders
in the attainment of the goal of the Reading Program
by establishing community-based reading initiatives

2. Schools are enjoined to intensify initiatives for the

Brigada Pagbasa which will serve as a platform to
synergize efforts and resources to address education-
related challenges especially on literacy and
numeracy.
3. The District Head and the school heads shall tap
Brigada Pagbasa volunteers who will serve as
volunteer readers/tutors:

•
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community professionals;
• teacher-applicants;
• LGU and Barangay Officials;
• education graduates;
• SK officials; and
• GPTA officers
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6.4 Prior to the engagement of Brigada Pagbasa
volunteers, an Orientation on Child Protection
Safeguard Management Policy shall be conducted to
ensure that all volunteers are aware of the Child
Safety Protocols that must be followed in the conduct
of reading interventions.
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6.5 The Stakeholder Engagement Strategy outlined in
DepEd Memorandum No. 48, s. 2021 titled 2021
Brigada Eskwela Implementing Guidelines shall be
adopted to generate support from stakeholders in terms
of volunteer work or financial/material resources for
the School Reading Program.
IMPLEMENTING
GUIDELINES
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• REWARDS AND RECOGNITION
• MONITORING AND
EVALUATION
• READING PROGRAM
TEMPLATES

JAY J. GALLEGOS
7. REWARDS AND
RECOGNITION
In recognition of the invaluable efforts and
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1.
means in increasing learning outcomes of key
players in the implementation of the reading
program, the following awards shall be given:
• Most Outstanding Reading Teacher
• Most Outstanding School Reading
Coordinator
• Most Outstanding District Reading Coordinator
• Zero Non-Reader Class
• Best Implementing School of 3Bs Initiative
2. Schools that meet all reading standards in each grade
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level shall be awarded with the SEAL OF EXCELLENCE IN
READING EDUCATION.

3. District Offices will be given the status of CENTER

OF EXCELLENCE IN READING EDUCATION if at least
90 percent of their schools are awarded with
Seal of Excellence in Reading Education.
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MONITORING
AND
EVALUATION
School
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The School Monitoring Team, composed of School Head,
Head Teacher, Reading Coordinators, Master Teachers shall
do the monitoring quarterly of each school year. All issues
and concerns identified must be properly addressed in the
improvement of the reading program for the next school
year.
District
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The District Monitoring Team, composed of the PSDS/DIC,
District Reading Coordinator, and District ELLN Coordinator
shall do the monitoring and evaluation on quarterly . Results
of the M&E shall be used in the improvement, adjustment,
and redesigning of the District Reading Program.
Division
Level
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The Division Monitoring Team composed of the Education
Program Supervisors, Legislative District Coordinators,
PSDSs/DICs, and Senior Education Program Specialist in
Monitoring and Evaluation, shall do the M&E on the first
week of the Second Grading Period. Results of the M&E
shall be bases of the CID in providing appropriate technical
assistance to schools and district offices in the
implementation of a flexible reading program.
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TEMPLATE
S
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Thank
You!