Literature does more than tell a story—it shapes perspectives , reflects values, and influences behavior. Through character portrayals and authorial tone, readers encounter not just fictional narratives, but mirrors of morality, culture, and identity . In Alice Walker’s “Everyday Use” , this didactic function of literature —its ability to teach and transform—is fully realized. Walker not only delivers a narrative of family, heritage, and personal growth, but also challenges readers to reflect on their own values and the behaviors that stem from them . 💡 What We Learn Through Characters’ Attitudes Characters in literature often carry attitudes that act as emotional cues or moral compasses. In “Everyday Use,” we meet Mama, Maggie, and Dee (later Wangero) who each embody conflicting perspectives on identity, culture, and self-worth . Mama, the narrator, is grounded, physically strong, and emotionally resilient—a woman who knows hardship and is proud of practical wisdom and survival ...
In 2025, the Department of Education (DepEd) has launched a comprehensive initiative aimed at addressing literacy gaps in the Philippines: the Literacy Remediation Program (LRP). This program, part of the larger educational reform efforts, is designed to ensure that every student develops the necessary foundational skills in reading, writing, and comprehension. Here’s an in-depth look at how the LRP aims to transform the education landscape and the roles each stakeholder will play in its successful implementation.
What is the Literacy Remediation Program (LRP)?
The LRP is a targeted intervention aimed at improving the literacy skills of students who are reading below grade level. The program seeks to enhance the foundational literacy of learners, especially those in Grade 3, who are identified as “low emergent readers.” Through structured remediation sessions, the program uses a combination of tools and strategies designed to meet learners where they are, helping them to gradually progress to higher levels of reading proficiency.
A major component of the program is the Comprehensive Rapid Literacy Assessment (CRLA). This assessment will determine the literacy levels of students and provide crucial data for customizing the intervention strategies. The program also relies heavily on regular assessments and continuous monitoring to track the progress of students.
Scope and Coverage of the Literacy Remediation Program (LRP)
The scope and coverage of the LRP focus on addressing the needs of students who are reading below grade level, particularly in Grade 3. The program will focus on learners who are identified as "low emergent readers" based on the Comprehensive Rapid Literacy Assessment (CRLA), conducted at the beginning of the school year (BoSY). This initiative will be implemented nationwide, across all public schools, with a focus on the most underserved regions and areas with the highest need.
Key aspects of the scope and coverage include:
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Target Learners: The program primarily targets Grade 3 students who are identified as low emergent readers. These students will undergo literacy remediation to improve their reading skills.
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Coverage Areas: The program will be implemented across the entire nation, with special focus on regions and schools with the most significant literacy gaps.
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Assessments: The CRLA will be used to assess students’ reading levels and track their progress. Regular assessments, including Check-in Assessment Tools and Progress Monitoring Sheets, will ensure the program’s effectiveness.
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Training for Educators: Extensive training for teachers, school heads, and district supervisors will be provided to ensure they are equipped with the necessary tools and knowledge to deliver the program effectively.
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Monitoring and Reporting: Regular progress reports and feedback sessions will be conducted to track the progress of the program and address any challenges encountered.
This extensive scope ensures that the program reaches the most vulnerable learners and provides the necessary resources to help them succeed in literacy.
Key Features of the Literacy Remediation Program
The LRP follows a clear framework and operational guidelines that include:
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Guidelines for Implementation: DepEd has provided detailed standards and operational frameworks to guide schools in the rollout of the program. These include the development of assessment tools, training for educators, and the creation of national monitoring tools.
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Targeted Interventions: The program identifies students in need of remediation based on CRLA results, ensuring that interventions are personalized to meet each student’s specific needs.
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Stakeholder Involvement: Successful implementation of the program requires the collaboration of various educational bodies—from the Department of Education’s central office down to the individual school heads and teachers. This shared responsibility ensures that all parties are aligned with the program’s objectives.
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Professional Development and Training: The program includes extensive training for teachers, school leaders, and district supervisors. This training empowers educators with the tools and techniques to effectively support struggling readers.
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Continuous Monitoring and Evaluation: The program’s effectiveness is assessed through continuous monitoring of student progress. Feedback loops allow for adjustments to be made to instructional strategies and interventions, ensuring that students stay on track.
Roles and Responsibilities Across Governance Levels
The successful execution of the LRP hinges on clearly defined roles and responsibilities at each level of governance. Here’s a breakdown:
1. DepEd Central Office (CO)
The central office is the driving force behind the LRP, ensuring that the program is standardized and aligns with national educational objectives. Key responsibilities include:
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Developing and issuing operational guidelines.
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Designing assessment tools like the RAS (Remediation Assessment Sheet), LAS (Learning Assessment Sheet), and Check-in Assessment Tools.
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Leading the National Training of Trainers (NToT) to prepare regional trainers.
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Providing technical assistance to regional offices (ROs).
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Overseeing national implementation and ensuring alignment with policy objectives.
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Analyzing national reports and consolidating learner progress data.
2. Regional Offices (ROs)
The regional offices are tasked with disseminating the program guidelines and ensuring compliance within their regions. Their responsibilities include:
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Organizing regional training and rollouts.
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Supporting districts in capacity building and program implementation.
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Monitoring and evaluating program implementation through visits and reporting.
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Establishing regional technical working groups for quality assurance.
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Providing logistical support to schools.
3. Schools Division Offices (SDOs)
The SDOs play a pivotal role in coordinating the program at the division level. Key responsibilities include:
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Cascading and orienting district supervisors, school heads, and remediation teachers on the guidelines.
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Monitoring school-level progress and ensuring effective delivery of remediation sessions.
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Providing technical assistance to schools facing challenges in implementation.
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Coordinating with the regional offices to ensure the timely submission of reports and data.
4. Public Schools District Supervisors (PSDS)
The PSDS are responsible for supporting schools within their districts. Their duties include:
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Validating school readiness for remediation sessions.
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Coaching and mentoring school heads and remediation teachers.
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Conducting weekly monitoring visits to schools.
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Ensuring that learner progress is tracked and reported regularly.
5. School Heads and Remediation Teachers
At the heart of the LRP are the school heads and remediation teachers. They are the frontline educators who directly impact the literacy development of students. Their responsibilities include:
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Organizing and conducting remediation sessions.
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Administering assessments and monitoring learner progress.
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Engaging with parents and the community to support literacy activities.
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Adjusting instruction based on learner needs and assessment results.
Training and Development for Educators
Training is a critical element of the LRP, ensuring that educators are equipped with the necessary skills to implement the program effectively. There are two main training programs:
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National Training of Trainers (NToT): This training prepares regional trainers to disseminate the program’s objectives, tools, and strategies to district supervisors, school heads, and teachers.
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Indicative Programs of Activities for Teachers and School Heads: These specialized sessions provide more in-depth strategies for both teachers and school heads. The teacher’s camp focuses on strategies for improving reading proficiency, while the school head’s camp focuses on leadership skills and instructional supervision.
Monitoring and Reporting Progress
To ensure that the LRP achieves its goals, it is essential to track the progress of the program continuously. DepEd has established a Monitoring and Evaluation (M&E) Framework that helps gauge the effectiveness of the program and its impact on learners. Regular progress reports are required from each level of governance, capturing data on learner attendance, progress, challenges, and interventions.
Furthermore, feedback will be gathered from a wide range of stakeholders—learners, teachers, school heads, parents, and local education partners. This feedback will be used to refine the program and ensure that it remains responsive to the needs of students.
Conclusion: A Collaborative Effort for Literacy Improvement
The Literacy Remediation Program (LRP) is an ambitious, multi-level effort to ensure that all students, particularly those struggling with reading, have the opportunity to develop their literacy skills. By involving stakeholders at every level—from the DepEd Central Office to school heads and teachers—this program fosters a collaborative approach to improving literacy. Through continuous training, monitoring, and feedback, the LRP promises to make a lasting impact on the educational landscape of the Philippines.
The ultimate goal of the LRP is simple: to make every child a reader. With the active participation of all stakeholders, this program represents a critical step toward achieving that goal, ensuring that no student is left behind in their journey toward literacy and learning success.
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