02827nam a22001577a 4500003000400000005001700004008004100021040000900062100002100071245017300092260005500265300004700320500218400367500006202551504005602613OSt20250321155156.0250321b        |||||||| |||| 00| 0 eng d  cNVSU  aCoidno, Karen N.  aReading performance and implementation of learning continuity and recovery plan on reading development of learner, in school division of Nueva Vizcaya/cKaren N. Coidno  aBayombong:bNueva Vizcaya State University,c2023.  axiii, 88 leaves :billustrations ;c28 cm.  aThe study examines grade 7 learners' reading performance and the implementation of the Basic Education Learning Continuity and Recovery Plan (BELCRP) in the Department of Education, Division of Nueva Vizcaya. It investigates significant differences in performance, implementation, and relationships between the two.

The study was conducted in nine (9) public secondary schools, covering the four center municipalities such as Diadi, Bagabag, Solano, and Quezon, during the school year 2022-2023.
Using total enumeration and stratified random sampling techniques, the respondents were the English Reading Coordinators, and the learner-participants involved were taken from the population of Grade 7, composed of 336 learners chosen randomly.

A validated research questionnaire was used to assess the implementation of the BELCRP in grade 7 learners' reading development. The English Reading Coordinators administered pre- and post-test results using the Phil-IRI
Descriptive statistics were used to describe learners' profiles, reading performance, and the implementation of the Basic Learning Continuity and Recovery Plan in grade 7 learners' reading development. Inferential statistics such as the T-Test. Analysis of variance, and Pearson Product Moment Correlation were used to answer inferential problems.

The study revealed that most grade 7 learners are female, 13 years old, have parents as learning assistors, have access to technology, textbooks, and digital media, and belong to mega schools. The learning continuity and recovery plan is crucial in program management, teaching strategies, objective attainment, remediation/intervention program delivery, reading skills development, and support materials. The learners with high school graduates and college-degreed parents were more independent readers in the post-test. Mega schools also showed significant improvements in reading performance, suggesting that remediations were effective in improving learners' reading performance. Also, significant improvement in learners' reading performance from instructional to independent levels indicates effective remediation implementation, without reliance on BELCRP.


  aThesis (Master of Education - Educational Administration)  aIncludes appendices and bibliographical references.