ABSTRACT
This qualitative study revealed that the stakeholders of Project BUILDER. They experienced the development of well-rounded, better-adjusted, and fully adaptive individuals; provided better learners; provided opportunities for planning, coordination, and execution of development activities; strengthened camaraderie and collaboration among stakeholders; and fostered a sense of fulfillment. The challenges include learner-related difficulties and behavioral challenges; time constraints; workload demands and limited learning resources; and inconsistent parental support and home follow-up. To overcome challenges, several strategies emerged: personal commitment, values, and a positive mindset; effective time management and consistent scheduling; and collaboration, communication, and teamwork.
Keywords: Stakeholders, Experiences, Implementation, Project BUILDER, Enhancement Program
INTRODUCTION
Reading is widely recognized by educators and researchers as a foundational skill that supports learning across all subject areas. The Department of Education (DepEd) underscores that literacy—particularly the ability to read and comprehend texts—is essential for students’ academic achievement, lifelong learning, and future success. Strong reading skills not only expand students’ knowledge but also enhance their communication, critical thinking, and problem solving abilities, which are increasingly important in today’s world.
Despite this, a significant number of Filipino learners, especially those in the early and intermediate grades, continue to face challenges in reading. According to the World Bank, approximately 91% of Filipino children in the later years of primary school are unable to reach the expected level of reading proficiency, even after accounting for out of school youth (UIS and World Bank, 2021).
The global health crisis caused by COVID-19 made this situation worse. Prolonged school closures and limited access to structured learning widened gaps in literacy. The shift to modular and distance learning also contributed. Learners had fewer chances to practice guided reading, join discussions, or get immediate teacher feedback. As a result, many students struggled with decoding, comprehension, and fluency, especially in English. This literacy crisis highlights an urgent need for targeted reading interventions.
In response to these concerns, the school launched an initiative to strengthen learners’ foundational skills in reading and numeracy, recognizing their interconnectedness as a key to academic growth. Building on the goals and learnings of this program, Project BUILDER (Begin Understand Integrate Learn Develop Exemplary Reading) was conceptualized and implemented. This project specifically focuses on improving learners’ English reading comprehension and fluency through innovative, structured, and collaborative approaches.
Project BUILDER highlights the collective responsibility of stakeholders in education, teachers, school heads, and parents, to cultivate a culture of reading. Teachers serve as facilitators of learning by designing instructional strategies and activities that engage learners of varying reading levels. The school head ensures the effective implementation of the project through leadership, monitoring, and the provision of necessary support. Parents, as the learners’ first and constant companions, are recognized as crucial partners who reinforce reading habits at home and sustain children’s motivation to read beyond the classroom. The project therefore promotes a holistic approach, integrating the efforts of both school and home in addressing learners’ reading difficulties.
Furthermore, Project BUILDER rests on the belief that reading extends beyond the classroom and continues as a lifelong process requiring ongoing practice and encouragement. By guiding learners to Begin, Understand, Integrate, Learn, Develop, and Exemplify Reading, the program aspires to improve literacy outcomes, foster critical and reflective thinking, and prepare learners to be competent, independent readers who can thrive academically and socially.
In light of these factors, it becomes imperative to explore the lived experiences of teachers, the school head, and parents in carrying out Project BUILDER. Their insights—ranging from the challenges they encountered to the strategies they employed—provide meaningful evidence on the project’s effectiveness and long-term viability, while also guiding enhancements for future literacy initiatives within the school.
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