Implementation Practices of Reading Programs in Elementary Education in Davao De Oro: A Multiple Case Study

Ronald E. Almagro, Loyd C. Flores, Maryrose V. Amora and Marleonie M. Bauyot
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Ronald E. Almagro: DepEd, Division of Davao del Norte
Loyd C. Flores: Division of Davao de Oro
Maryrose V. Amora: Faculty, Santo Tomas College of Agriculture Sciences and Technology
Marleonie M. Bauyot: Faculty, Ateneo De Davao University

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 1, 779-794

Abstract: This research delves into the nuanced landscape of implementing reading programs for non-readers in Indigenous People (IP) schools, uncovering the experiences, challenges, and strategies encountered by school administrators and reading coordinators. The study, conducted in selected elementary schools in Davao De Oro, engages nine participants using a meticulously designed interview guide validated by experts. Adhering to ethical standards outlined in the Belmont Report, the data gathering process employs in-depth interviews, meticulously audio-recorded and transcribed verbatim to ensure reliability. The qualitative data undergoes a multiple case study analysis, following Creswell’s qualitative method. Addressing four research questions, the study explores the implementation of reading practices, roadblocks faced, management strategies employed, and insights gained from IP school programs. Emerging themes highlight the significance of continuous practice, contextualization of materials, routinary reading activities, differentiated programs, and alternative reading approaches. Identified roadblocks encompass challenges in fundamental reading skills mastery, parental support deficiencies, language transition difficulties, and hesitant attitudes toward reading practices. Management strategies applied by school heads and reading coordinators focus on delegation, orientation, hands-on activities, parental involvement, and budget allocation for diverse learners. Insights emphasize the imperative to develop significant reading skills, involve parents in reading and writing acquisition, master letter names and sounds, strengthen reading practices, and ignite the interest of diverse non-readers in mastering reading skills. This research enriches the education field by providing a holistic perspective on challenges and strategies in implementing reading programs for non-readers in IP schools. The findings underscore the necessity of a multifaceted approach, integrating skill development, parental involvement, and tailored strategies to sustain interest in reading among diverse learners.

Date: 2024
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