Implementation Practices of Every Child A Reader Program: A Proposed Enhancement Plan

Authors

Mory Fe C. Dolorican

Abstract

This study determined the implementation practices of the Every Child A Reader Program (ECARP) in Lopez Jaena District, Division of Misamis Occidental, during School Year 2025–2026. Using a descriptive-correlational design, data were collected from 120 teachers and school heads through a validated questionnaire. Results revealed a moderate overall level of implementation (M = 2.99, SD = 0.78). Assessment and monitoring obtained the highest mean (3.26), followed by instructional strategies and interventions (3.22) and program planning and organization (3.10). Reading materials (2.73) and stakeholder involvement (2.63) were comparatively weaker. Challenges were experienced to a great extent (M = 3.05), particularly difficulty in addressing diverse reading levels (3.61) and limited appropriate reading materials (3.56). Position (p = .390) and teaching experience (p = .274) were not significantly related to implementation, while relevant training was significant (p = .018). A comprehensive enhancement plan was therefore proposed focusing on teacher capacity-building, resources, assessment and monitoring, stakeholder engagement, workload management, and program sustainability.

Keywords

assessment, challenges, ECARP, implementation, literacy, monitoring, planning, strategies, training