LIVED EXPERIENCES OF STRUGGLING READERS OF

ONE OF THE PUBLIC SCHOOLS IN RIZAL AS CLIENTS

OF THE BARANGAYAN PARA SA BAWAT BATA
BUMABASA (BRB4) PROGRAM

A Concept Paper
Presented to the Graduate School
of Philippine Normal University

DIANNE KAREN B. GOLLA

February 2023

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Rationale
Education can be seen as the dissemination of a society's values and collective wisdom. It
is the best tool for a person's personal development and the advancement of a country. Literacy
development is an important period in a child's life since it forms the foundation of language and
reading abilities. To effectively support children at each step of their early literacy development,
educators must comprehend why literacy development is so crucial.
Literacy development is the process of learning words, sounds, and language. Children's
literacy skills improve as they learn to read and write with confidence, which in turn improves
their communication skills. A kid may advance through different stages of literacy development
depending on their level of comprehension, but they all often entail the same core concepts.
Teachers need a solid understanding of how kids learn to read to help kids master these key skills
that get them ready for school. Knowing the phases of literacy development and how to address
each of them will help teachers and students succeed in the classroom.
When a child gets older and shows the main stages of literacy development, their ability to
read and write will improve. The five phases of literacy development include emerging literacy,
alphabetic fluency, words and patterns, intermediate reading, and advanced reading. Each level of
literacy development helps the child advance and become a better learner.
In accordance with Division of Rizal Memorandum No. 173, s. 2019, otherwise known as
“Hamon: Bawat Bata Bumabasa”, an SDO initiative program endeavors the realization of making
every child a literate individual. This determination led SDO-Rizal to conceive the implementation
of Blue Rizal: Barangayan para sa Bawat Bata Bumabasa (BR-B4) Program. Hence, BR-B4 is a
Barangay-based program that intends to promote literacy among Rizaleno children with
community people as lead players. This program specifically targets to: a) develop learners who
are readers at the Grade level; b) promote family literacy across Rizal by enhancing parents’,
community volunteers’ and/or guardians’ involvement; c) engage local government units and other
stakeholders, to participate and sustain the communities’ implementation of BR-B4 Program in
Rizal province; and make Rizal a reading province.
Consonance to this, the Pililla Elementary School Central adapt and implement the BR-B4
Program with the help of the local government unit. Reading warriors were encourage to bring
together in catering the struggling readers of the community, specially those are in the remote
areas. During the pandemic, reading tutors continue in helping and accommodating struggling
readers in their barangays with the assistance of the teachers and the barangay officials.
Conducting this research on the lived experiences of the struggling readers in PESC as
clients of the BR-B4 Program will help solicit concrete experiences of learners who whether
improve, developing and needs more practice, hence, will help the implementers to gain more
insights of what aspects should be given emphasis and improvement in the conduct and

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implementation of the program. Thus, will give room for improvement and enhancement of the
program.
Theoretical Framework
This research about lived experiences of struggling readers of Pililla ESC as clients of the
BR-B4 Program is anchored the bioecological model is based on the idea that the relationships
children have with parents and caregivers impacts their development – and that these relationships
are affected by their work, school, and community settings, which are in turn affected by broader
social, cultural, and policy conditions. These many layers of relationships and environments
interact with each other – ultimately influencing how children develop and become resilient. This
theory of human development was originally proposed by Urie Bronfenbrenner and Stephen J.
Ceci in 1994.
The bioecological model is based on the notion that children's relationships with their
parents and other adults have an impact on their development, and that these relationships are
influenced by their environments at work, school, and in their communities, which are in turn
influenced by more general social, cultural, and policy factors. These several layers of connections
and surroundings interact with one another, ultimately affecting how kids grow and develop
resilience.
Conceptual Framework

The study seeks to identify the lived experiences of struggling readers in one of the public
schools in Rizal as clients of the BR-B4 Program.
Research Questions
The study will determine the lived experiences of struggling readers of Pililla Elementary
School Central as clients of the Blue Rizal: Barangayan para sa Bawat Bata Bumabasa Program.

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 Specifically, this research study will answer the following questions:
1. What are the experiences of the struggling readers of one of the public schools in Rizal
as clients of the BR-B4 Program?
2. What are the challenges/ issues and concerns encountered of the struggling readers of
Rizal as clients of the BR-B4 Program?
3. How does the program helped the clients in improving their reading skills?
Research Design
The approach of the study is qualitative and will use narrative-inquiry research design. It
will seek to collect stories and testimonies of BR-B4 Program clients. These stories/ testimonies
will be the basis of research to produce analytical records of the experiences of the BR-B4 clients
that will undergo further studies on where or how to improve the implementation of the program.
Through narrative-inquiry research design, an in-depth grasp of a topic and novel insights
can be found, giving voice to underrepresented groups whose viewpoint is not frequently sought.
With the help of interviews, which are then recorded and chronologically organized, narrative
inquiry documents the experiences of a person or small group to reveal their lived experience or
unique perspective.
Participants
The participants of this study are the selected clients of BR-B4 Program, identified based
on the Phil-IRI Graded Passage Assessment. Specifically, these are those who are identified as
frustration readers below their current grade level.
Data Gathering Tool
The researcher will use qualitative survey through open-ended questionnaires and conduct
interviews among clients.
Research Methodology
The researcher will prepare the necessary documents subject for approval of the BR-B4
Focal Person, school principal, public schools district supervisor and the schools division
superintendent of the Division of Rizal.
Upon approval, the researcher will administer the qualitative survey and interview to the
participants of the study.
The method will undergo through series of interviews; qualitative survey, and recordings
of oral documentations which can be used as support for correlation and triangulation of
information mentioned in interview.

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 This method is strongly chosen by the researcher because it reveals in-depth detail of a
situation of life-experiences, which, the researcher needs to know to uncover the strengths and
weaknesses of the program that will be beneficial for further improvement and enhancement.
Potential Ethical Issues
The researcher will request permission from the students, parents, and teachers on the data
to be collected to address any potential ethical concerns in the study's conduct. The privacy of the
collected data will be taken into mind as we carefully maintain its secrecy.