Dr. Juan A.

Pastor Integrated National 1

High School
Senior High School Department

CHAPTER II
REVIEW OF RELATED LITERATURE

This chapter presents the review of the related literature and

studies which helped the researchers to better understand the nature of

the problem under investigation.

Conceptual Literature

This section discusses the different concepts involved in this study.

The information in this section is significant for a more in-depth

understanding of the study.

From books, articles, modules or internet. This is like you’re looking

for a further explanation of the topic. Yung madalas na binibigay ni
google when we are looking for something.

From 2019-2025

Example

Reading Program. Reading program is a structured instructional

approach designed to enhance literacy skills, encompassing various

components such as phonemic awareness, phonics, fluency, vocabulary,

and comprehension strategies. These programs aim to systematically

improve reading abilities by providing targeted instruction and practice in

these key areas (National Center on Improving Literacy, 2022). Effective

reading programs are grounded in evidence-based practices and often

include assessments to monitor progress and adapt instruction to meet

individual needs (Stanovich & Stanovich, 2003).

Student Engagement in the Drop Everything and Read (DEAR) Reading

Program
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By integrating these elements, reading programs support the

development of proficient readers who can comprehend and engage with

diverse texts, ultimately fostering lifelong learning and academic success

(Bråten & Braasch, 2017). These programs are essential in creating a

foundation for students to build upon, ensuring they have the necessary

skills to navigate and understand complex materials. As a result, well-

implemented reading programs contribute significantly to overall

educational outcomes and

Drop Everything and Read (DEAR) Program. The Department

of Education’s proactive approach becomes unmistakably apparent in

operationalizing the Drop Everything and Read (DEAR) program, which

was introduced in response to the guidelines outlined in DepEd

Memorandum No. 22, s. 2011, as discussed by Acita et al. (2022).

Originating as a noteworthy practice observed in educational systems

abroad, the DEAR initiatives stand as a meticulously fashioned strategy

aimed at deeply embedding the act of reading into the very fabric of the

educational experience (Caga, 2019). This strategic undertaking is

purposefully designed to enhance reading’s status as a habitual and

integral pursuit within the academic realm (Sanden, 2014).

With meticulous planning, the DEAR program is structured to

cultivate a sustained and immersive engagement with various forms of

written content. The initiative strives to create an environment where

students consume text and actively engage, question, and explore diverse

discourages by immersing students in this multifaceted interaction with

reading materials. This calculated approach instills a genuine passion for

reading and encourages a deeper understanding of the ideas and

Student Engagement in the Drop Everything and Read (DEAR) Reading

Program
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perspectives conveyed through written expression (Acita et al., 2022 &

Caga, 2019).

At the heart of the DEAR program lies the fundamental aim of

nurturing a heightened connection to textual content and developing

robust comprehension skills. Students empowered to exercise agency at

the designated DEAR intervals by selecting and perusing textual materials,

dedicating approximately 15 to 20 minutes to this immersive activity

before commencing regular class sessions (Tado, 2020). A critical juncture

in the DEAR process involves the student’s succinct retelling of the chosen

narrative, an exercise meticulously designed to gauge their

comprehension mastery.

Factors Affecting Implementation of a Reading Program. The

implementation of a reading program is influenced by several critical

factors, including professional development for educators, the selection of

appropriate instructional tools, and administrative support. Professional

development is essential as it equips teachers with the necessary skills

and knowledge to effectively deliver the program (Diamond, 2023).

Without ongoing training and support, teachers may struggle to

implement new strategies consistently, leading to varied outcomes.

Additionally, the choice of instructional tools, such as textbooks and digital

resources, must align with the program's goals and be based on evidence-

based practices to ensure they meet students' needs (Mabborang &

Balero, 2023). Administrative support, including adequate funding and

resources, is also crucial for the successful implementation and

sustainability of the program (National Center on Improving Literacy,

2023).

Student Engagement in the Drop Everything and Read (DEAR) Reading

Program
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Student engagement is another pivotal factor affecting the

implementation of a reading program. Engaged students are more likely to

participate actively and benefit from the program, while disengaged

students may not fully utilize the resources provided, leading to less

effective outcomes (Guthrie & Wigfield, 2023). Factors influencing student

engagement include the relevance of reading materials to students'

interests, the incorporation of interactive and diverse activities, and the

creation of a supportive and motivating classroom environment. Teachers

play a significant role in fostering engagement by using strategies that

make reading enjoyable and meaningful, thereby encouraging students to

develop a lifelong love for reading (Guthrie & Wigfield, 2023). Addressing

these factors can significantly enhance the effectiveness of reading

programs and contribute to improved literacy outcomes.

Related Studies

From other researches related to your topic/study. FROM 2019-2025

The following are past researches that focus on student

engagement. These were reviewed in this study to determine the

variables or contexts that have not yet been studied in the past. The

information from these studies are deemed significant in the further

development of the present study.

FORMAT

Student Engagement in the Drop Everything and Read (DEAR) Reading

Program
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EXAMPLE

According to the study by Abejo et al. (2024) titled Evaluating the

Impact of Catch-Up Friday on Senior High School Students’ Reading

Proficiency Level and Perspective, the objectives were to evaluate the

impact of the Catch-Up Friday initiative on the reading proficiency level

and perspective of senior high school students at Esperanza National High

School. The study utilized the descriptive research design. Data was

gathered using survey interview and involved Senior High School. The

findings revealed key themes such as increased student engagement,

improved reading confidence, and the relevance of reading materials to

students’ interests and academic needs.

The study by Labad (2024) entitled Perceptions of Grade 11

learners on Reading enhancement during Catch-Up Fridays aimed to

assess the reception of the Reading enhancement by determining the

perceptions and experiences of the learners. The study utilized the

Student Engagement in the Drop Everything and Read (DEAR) Reading

Program
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descriptive research design, Data was gathered using qualitative methods

(interview) and involved All public schools from grade 1 to12. The study

revealed that when the learners were asked how they felt about RE in

General, they mostly claimed that they were enjoying the activities. The

innovative approaches for conducting classes were applauded by the

learners too. However, some learners also experience their disapproval,

they declared that they would rather have regular classes over RE. When

the learners were asked whether like or disliked having the RE program

each Friday, most showed thumbs down. However, when the learners

were asked about their experiences expectations, they were positive that

the program on Catch-Up Fridays would be beneficial to them after all.

In the study by Demano et al. (2023) entitled Perception of Senior

High School Students Towards Catch-Up Fridays aims to investigate the

perceptions of senior high school students at Dr. Juan A. Pastor Integrated

National High School towards Catch-Up Fridays. The study utilized the

descriptive research design. Data was gathered using in-depth interviews

and involved five Grade 11 students in Dr. Juan A. Pastor Integrated

National High School during the school year 2023-2024. The study

revealed that Catch-Up Fridays beneficial for managing students’

academic responsibilities. However, some students reported issues with

the program’s implementation and suggested areas for improvement. In

conclusion, the study shows that while Catch-Up Fridays are generally

well-received by the majority of senior high school students, there are

critical areas that require attention to optimize its effectiveness.

Synthesis

Student Engagement in the Drop Everything and Read (DEAR) Reading

Program
 Dr. Juan A. Pastor Integrated National 7
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Senior High School Department

Here, you have to state the similarities AND differences of your

RELATED STUDIES to your topic/study. Again, the ones that are

written in your RELATED STUDIES (not the conceptual literature

This section synthesizes the key findings from the literature review,

identifying prevailing trends, gaps, and future research directions in the

field.

FORMAT

EXAMPLE

The study by Abejo et al. is similar to the current study since both

studies focus on the implementation of the DepEd reading program among

senior high school students. Both studies used mixed methods research

design, and involved senior high school student as their respondents. On

the other hand, they are different because the past study focused on the

Student Engagement in the Drop Everything and Read (DEAR) Reading

Program
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impact of Catch-Up Friday on the reading proficiency of the students, while

the present study will focus on the student engagement in the DEAR

reading program.

The study by Labad relates to the present study since both focus on

DepEd’s reading program. Meanwhile, they are different because this

study will use mixed methods research design, while the past study used

qualitative research methods. In addition, they also differ since the past

study involved public school students from grade 1 to 12, while the

present study will use mixed methods.

Recent research has explored various aspects of student

engagement in reading programs, particularly focusing on the Drop

Everything and Read (DEAR) reading program in the Philippines. Soroya

and Ameen (2020) investigated the reading behavior of university

students using quantitative methods. Escuadra et al. (2023) examined the

relationship between home involvement and reading achievement in the

DEAR program among TVL students using quantitative methods. Anto et

al. (2022) explored the effectiveness of remote reading remediation in

improving the reading performance of non-reader grade 1 and 2 students

using quantitative methods. Ecena (2021) assessed the reading difficulties

faced by the students according to 92 teachers using quantitative

methods. Mohseni et al. (2020) investigated the cognitive aspects of

reading comprehension among 74 intermediate male Iranian EFL learners

using quasi-experimental research design. Labad (2024) examined the

implementation of DepEd's reading program among public school students

from grades 1 to 12 using qualitative methods. Abejo et al. (2024)

evaluated the impact of Catch-Up Friday on the reading proficiency of SHS

Student Engagement in the Drop Everything and Read (DEAR) Reading

Program
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students using mixed methods. Cantrell and Rintamaa (2019) investigated

the reading engagement of ninth-grade students using mixed methods.

Demano et al. (2023) focused on exploring the perceptions of five selected

Grade 11 students towards the Catch-Up Friday within DepEd's reading

program, using qualitative research methods.

While these studies provide valuable insights, a notable gap exists

in the comprehensive understanding of how these diverse factors interact

with each other. For instance, the engagement of the students in reading

program, particularly in the context of Drop Everything and Read, remains

under explored. Additionally, previous studies only involved few

respondents that can hinder them to gain more insights and more

information about their study. Addressing these gaps could lead to more

holistic and integrated approaches in these fields, enhancing both

theoretical understanding and practical applications.

Another Example:

Student Engagement in the Drop Everything and Read (DEAR) Reading

Program
 Dr. Juan A. Pastor Integrated National 10
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EXAMPLE

Student Engagement in the Drop Everything and Read (DEAR) Reading

Program
 Dr. Juan A. Pastor Integrated National 11
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Program
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