ABSTRACT
This action research explores the implementation of a contextualized national reading program aimed at enhancing student literacy outcomes by aligning reading materials with local cultural, linguistic, and social contexts. Conducted at Dr. Juan A. Pastor Integrated National High School, the study focuses on identifying best practices, challenges, and the effects of contextualization on student reading engagement and proficiency. Using a mixed-methods approach, the research involved Senior High School students and teachers. Data were collected through interviews, open-ended surveys, pre-tests and post-tests, and focus group discussions.
Key findings reveal that contextualizing reading materials significantly improves word recognition, reading comprehension, and utilization skills. Paired sample t-test results showed a statistically significant improvement in post-test scores for word recognition, comprehension, and utilization. The improvement in utilization skills demonstrated students’ enhanced ability to apply their reading knowledge practically. Additionally, the study highlighted key practices, including strengthened comprehension, heightened engagement, better vocabulary development, and fostering cultural relevance and connections. Challenges such as inadequate training, limited resources for implementation, insufficient support for teachers, and inadequate time allocated for carrying out the program were noted.
The study concludes that a well-implemented contextualized reading program can effectively bridge literacy gaps. It recommends scaling this approach in diverse educational settings to promote sustainable curriculum practices and improved literacy outcomes.
Keywords: contextualized reading program, literacy, best practices, education, sustainable curriculum practices
INTRODUCTION
Reading serves as a cornerstone of academic achievement, equipping students with the essential tools for lifelong learning. In response to the pressing need for improved literacy rates, numerous countries have implemented national reading programs aimed at enhancing students’ reading skills across various educational levels. However, for these programs to be fully effective, they must consider local contexts, including the cultural, linguistic, and socioeconomic backgrounds of the students they serve. This necessity has led to the growing practice of contextualizing national reading programs to make learning more relevant and accessible.
A contextualized reading program adapts the curriculum to better reflect the lived experiences of students, aligning with their environment, culture, and language. Instead of imposing a one-size-fits-all approach, contextualization tailors reading materials and instructional strategies to the learners’ backgrounds, making learning more meaningful and engaging. In a multicultural or multilingual society, this approach is especially vital, as it addresses the diverse needs and experiences of students.
The concept of contextualization in education is rooted in the belief that learning is most effective when connected to the real-life contexts of the learners. According to Vygotsky’s social constructivist theory, learning is a social process shaped by the environment and culture in which an individual is embedded. For reading programs, this means that literacy acquisition is more successful when texts resonate with the students' own cultural and linguistic backgrounds (Vygotsky, 2019). Research has demonstrated that students exposed to familiar settings, themes, and language in their reading materials are more likely to engage with the content and retain information (Gay, 2020).
In the Philippines, where linguistic diversity is significant, the Department of Education (DepEd) has recognized the necessity of adapting educational programs to local needs through initiatives like the “Mother Tongue-Based Multilingual Education” (MTB-MLE) program (DepEd Order No. 16, s. 2012). This policy promotes the use of the mother tongue as a medium of instruction in early education, aligning with the broader call for contextualizing educational programs. Research conducted by Tupas (2021) underscores that students' comprehension and fluency improve when instruction is delivered in a language they speak at home, thereby demonstrating the efficacy of a contextualized approach.
To strengthen the foundational, social, and other relevant skills necessary to actualize the intent of the basic education curriculum, DepEd mandates grade schools nationwide to implement Catch-Up Fridays as specified in DepEd Memorandum No. 001, s. 2024 known as Implementation of Catch Up Fridays (CUF). Moreover, as part of the National Reading Program and as stipulated in DepEd Order No. 013, s. 2023 entitled Adoption of the National Learning Recovery Program (NRP) in the Department of Education, the National Reading Program is anchored on the foundations of reading skills development in the early grades.
National reading programs typically provide a structured framework for improving literacy across diverse student populations. However, while national programs have demonstrated positive impacts, challenges arise when these programs are not adapted to the local context (Gove & Cvelich, 2011). Uniform approaches may neglect significant differences in culture, language, and socioeconomic conditions, leading to gaps in program effectiveness.
Contextualizing national reading programs involves modifying teaching methods, resources, and curricula to meet the specific needs of students in different regions. For example, a study by Pretorius and Spaull (2021) in South Africa revealed that a contextualized reading intervention led to significant improvements in reading comprehension among early grade learners, particularly in underserved areas facing language barriers and resource shortages.
Despite the benefits of contextualization, implementing such programs presents several challenges. One significant difficulty is ensuring that teachers receive adequate training to adapt reading materials and methodologies effectively. Many educators may lack familiarity with the specific techniques required to contextualize lessons, especially in contexts with multiple languages or cultural references (Ball, 2010). Additionally, resource constraints, including limited access to localized reading materials and the time needed to develop customized content, can impede program success (Trudell & Piper, 2014).
Moreover, while the policy environment may support contextualization, practical implementation often varies at the local level. Schools may lack the infrastructure, financial support, or community involvement necessary to fully engage in the contextualization process. As noted by Scribner and Cole (2018), the success of any educational intervention is closely tied to the social context in which it is implemented, underscoring the need for programs to be adaptable to the specific realities of each school and community.
Although considerable literature discusses the importance of contextualizing educational programs, limited research has specifically examined the best practices for implementing such a program within a national framework. Contextualized National Reading Program for Sustainable Curriculum Practices: Project STAR (Strengthening the Arts of Reading) seeks to address this gap by conducting action research on the implementation of a contextualized national reading program at Dr. Juan A. Pastor Integrated National High School. Through this research, the study will identify effective strategies, explore challenges, and propose solutions to enhance the implementation process, thereby contributing to the development of sustainable curriculum practices.
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