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EQuALLS2 was launched in July 2006 to increase

access to quality education and livelihood

skills in the Philippines. With specific emphasis

on poverty- and conflict-affected areas of

Mindanao, EQuALLS2 targets schools, villages

and municipalities to strengthen formal and

alternative education and reintegrate out-of-

school youth into the economy.

Education Quality and Access

for Learning and Livelihood

Skills - Phase 2 (EQuALLS2)

Since 2006, the EQuALLS2* Project has been working

in partnership with the Philippine Department of

Education (DepEd) and the Department of Education

of the Autonomous Region of Muslim Mindanao

(DepEd ARMM) to adapt and strengthen the National

English Proficiency Program (NEPP) in elementary

schools in Mindanao. The projects focus on improving

teachers English use and instruction has evolved to

emphasize the importance of reading skills, in light of

the alarmingly low reading assessments of elementary

school students and their teachers.

Photos by Karl G

Background

Philippines Whole SchooReading Program

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Photos by Karl G

Whole SchoolReading Program

The Whole School Reading Program (WSRP)

was structured as a school-based approach to

strengthen teachers English reading fluency

and comprehension skills and students English

reading skills. It was designed to address the

following findings:

National Achievement Test results revealed

a correlation between low math and

science scores and gaps in students reading

comprehension.

The scores also revealed that many early

grade students (grades 13) and intermediate

students (grades 46) were strugglingreaders. The WSRP, therefore, was designed to

include the whole teaching staff (all subject

areas) and the whole student population

(grades 16) within a given school.

The WSRP was developed on the premise

that providing teachers with the tools

(e.g., passages for oral reading practice

and monitoring) and time to improve their

reading skills through reading and discussion

sessions, coupled with intensive training in

reading instruction, leads to improved results

for teachers and students. The underlying

hypothesis is that when teachers become

aware of their own and their students reading

abilities, they are motivated to improve their

fluency and comprehension skills, as well as

how they teach reading and/or use English in

math and science.

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Main Components of WSRP

Use of teacher and student reading skills assessments to inform

the design of interventions and progress of programs

Training of primary teachers in early grade reading using the Guide

to Early Reading Instruction, an 8-week instructional program on

phonemic awareness, phonics, vocabulary, comprehension and

writing

Distribution of materials keyed to practices outlined in the Guide

to Early Reading Instruction such as decodable books

Face-to-face training of all school teachers across the curriculum

(see box for content of courses)

Follow-up, self-managed learning activities in which teachers

work independently and in pairs to develop reading fluency and

comprehension

Videos to model key reading instructional practices

Leadership by the school head in planning and coordinating

school-wide interventions for students who are non-readers or

frustration level readers

Targeted remediation activities for students identified as reading

below grade level

Distribution of over 1 million supplementary books and a teachers

guide on how to use the texts for reading enhancement activities

Photos by Karl G

Course 1:Learning to read (phonemic

awareness, phonics, word recognition)

Course 2:Reading to learn (vocabulary

development, fluency, comprehension)

Course 3:Reading-writing connections and

YouTube videos to model practices

In between courses:

Participation in self-managed learning

activities to strengthen teachers personal

fluency and comprehension

Weekly teacher read aloud with a

partner teacher, plus discussion

Monthly timed assessments of

teachers fluency

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My Story: Xxxxxxx

For More Information ContactNancy Devine, Project Director, ndevine@edc.org

Gustavo Payan, Program Associate, gpayan@edc.org

Visit: www.equalls2.org / www.equip123.net

Results

After 6 months of targeted interventions,

WSRP students significantly outscored

non-WSRP students on all basic reading skills.

Reading comprehension increased the most:316% for grade 2 students.

Grade 2 WSRP students scored an average of

53% higher than non-WSRP students on all

skills tested.

% by which Grade 2 WSRP students outscored

non-WSRP students in EQuALLS2 areas

(Matched pair study: WSRP andnon-WSRP schools)

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Photos by Kar