EDCOM 2 Calls on DepEd to Broaden Reading Interventions and Implement 'Teach at the Right Level' Approach

EDCOM 2, following school visits, has called on DepEd to expand its reading intervention programs to include all struggling readers, not just those categorized as 'Low Emerging Readers.' Data from the Comprehensive Rapid Literacy Assessment (CRLA) indicates that over 52% of assessed Grades 1-3 students are not grade-level ready. While current programs like Bawat Bata Makababasa and Literacy Remediation Program are effective for some, EDCOM 2 recommends also supporting 'transitioning readers' – those who are close to grade-level fluency and comprehension and could benefit from targeted support.

A significant challenge noted by principals and teachers is ensuring consistent attendance of learners who need intervention, even when programs are mandatory. DepEd Undersecretary Gina Gonong acknowledged this, emphasizing that consistent engagement is crucial for struggling readers. EDCOM 2 Co-Chairperson Rep. Roman Romulo and teachers stressed the need for more time dedicated purely to reading instruction within these programs.

EDCOM 2 reiterated its recommendation for DepEd to explore grouping learners by ability (teaching at the right level) instead of mixed-ability classes. Teachers in Pasay City agreed that this approach would allow for more focused and level-appropriate instruction, preventing advanced students from getting bored and struggling students from falling further behind. This aligns with a previous EDCOM 2 resolution urging DepEd to focus the first eight weeks of classes on targeted literacy remediation.

Rep. Roman Romulo highlighted the critical role of local government units (LGUs) in supporting education initiatives and ensuring attendance for struggling readers. He suggested that LGUs, in coordination with barangays, should share the responsibility of bringing children to school for literacy programs. The Commission cited Pasay City LGU's 20-year-long reading intervention program as a successful model of sustained local support, encouraging Schools Division Superintendents to collaborate with LGUs and leverage the Special Education Fund (SEF) for consistent, targeted interventions.