Managing every child a reader program: An educational strategy

The study examined how Every Child a Reader Program (ECARP) was managed by the Schools Division Office of Tabaco City, focusing on its current status, challenges, strategies, and intervention programs for improving students’ reading skills. Studying was important because reading is a basic skill that affects learners’ academic performance and overall development. Using a descriptive quantitative design, data were gathered from 41 school heads and reading coordinators through a survey questionnaire and the Phil-IRI results of Grade 4 to Grade 6 learners. The findings showed that many learners were classified as Non-Readers or at the Frustration Level, which showed that literacy problems still existed. The study also found several challenges, such as teachers’ heavy workload, limited training, different reading abilities of students, low parent involvement, and inconsistent teaching strategies. To address these issues, a Management Intervention Program was proposed that included differentiated instruction, teacher training, regular monitoring, and collaborative practices to support learners with different reading levels. The study recommended strong leadership, proper coordination, and active participation of teachers, parents, and the community to improve reading skills and ensure the successful implementation of the program. The main objective of this study is to examine how school heads manage Every Child a Reader Program (ECARP) in Tabaco City schools and to identify the challenges and strategies in improving students’ reading skills. Hence, this study aimed to develop a management intervention program that helped teachers teach reading effectively, supported students at different reading levels, and ensured that all learners became confident and independent readers.