BAGUIO CITY — In a compassionate and timely effort to foster reading development among junior high learners, the University of the Cordilleras (UC) College of Arts and Sciences, through its Care and Share Community Extension Program, launched a reading literacy initiative.
It is spearheaded by the third-year UC Bachelor of Arts in English Language Studies (BA ELS) interns and conducted at Dominican-Mirador National High School in three sessions from July to the first week of August.
The reading program is not just a literacy intervention but a heartfelt response to the needs of students in Grades 7 and 8 who require additional support in reading comprehension.
While many of these learners are already capable of oral reading, the initiative focuses on nurturing their ability to understand and engage with texts more deeply as the goal is clear: to guide students in achieving an independent reading level, especially in the area of comprehension.
The program’s key reading components include decoding, fluency, rapid naming, vocabulary building, memory retention, and reading comprehension as these skills are essential in developing a well-rounded and confident reader who can apply literacy skills in everyday contexts.
Beverly M. Laduyo, overall coordinator of DMNHS’ reading program, said the partnership with UC came at an ideal moment, supporting the school’s intent to strengthen collaboration with external stakeholders.
This aligns with the Department of Education’s (DepEd) MATATAG Curriculum, particularly DepEd Order No. 010, s. 2024, which underscores the significance of literacy and numeracy programs in promoting functional literacy among Filipino learners, she added.
“It’s not just about reading and writing for schoolwork. Functional literacy means being able to use reading, writing, and listening skills in everyday life, practically and meaningfully,” Laduyo said as she stressed that the purpose of literacy goes beyond academics.
When asked about the root causes of students’ reading difficulties, she pointed out several intrinsic factors that affect their literacy development including the prevalent screen time that can cause short attention spans; limited reading practice at home; and students’ varying attitudes toward reading.
Rather than placing blame, the program approaches these realities with understanding, aiming to reintroduce reading as a habit worth nurturing, both in school and at home, Laduyo said.
The program is a clear reflection of the BA ELS interns’ dedication to inclusive and student-centered learning.
By extending their classroom knowledge into real-world impact, these future educators are not only honing their teaching skills but also uplifting the educational journey of young learners in the community.
Aligned with Sustainable Development Goal 4 (Quality Education), specifically Target 4.6, which aims to ensure that all youth and a substantial proportion of adults achieve literacy and numeracy by 2030, the initiative promotes foundational literacy in underserved areas.
It also stands as a testament to how local actions can contribute to global goals, ensuring that no learner is left behind.
Through collaboration, compassion, and commitment, the UC BA ELS 3 interns are lighting the path toward reading confidence, one word, one page and one student at a time. **Jescilly Nils Viernes/ Roline Cabantoc/ Aira Guinsayan/ Baguio PIO Interns/gabykeith
