Empowering Minds, Transforming Lives: Effectiveness of Literature-Based Reading Instruction to Children in Conflict with the Law
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| Title: | Empowering Minds, Transforming Lives: Effectiveness of Literature-Based Reading Instruction to Children in Conflict with the Law |
|---|---|
| Language: | English |
| Authors: | Ma. Cristilina A. Montañez, Rachel S. Camilo, Luiscel Teofi E. Cabico, Aileen G. Cuevas |
| Source: | Journal of Interdisciplinary Studies in Education. 2026 15(1):133-162. |
| Availability: | STAR Scholars Network & OJED. 6 Delgreen Court, Nottinghamm, MD 21236. Web site: https://www.ojed.org/index.php/jise |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Foreign Countries, Delinquent Rehabilitation, Reading Comprehension, Elementary Secondary Education, Youth, Reading Instruction, Intervention, Criminals, Grade Level Differences, Literature, Program Effectiveness, Rehabilitation Programs, Reading Programs |
| Geographic Terms: | Philippines |
| ISSN: | 2166-2681 2690-0408 |
| Abstract: | This study evaluated a university-led community extension program using literature-based reading instruction to improve comprehension among children in conflict with the law (CICL) at a rehabilitation center for youth in Cebu, Philippines. Using a quasi-experimental design, significant gains were observed in lexical (t = 0.03) and critical (t = 0.01) comprehension across grades 0-3, 4-6, 7-8, and 11-12, whereas grades 9-10 showed no significant improvement. The program enhanced vocabulary and analytical skills but had a limited impact on interpretive and creative comprehension. The findings highlight the value of facilitator-supported instruction and call for more tailored strategies. This study affirms that reading is a rehabilitative tool and urges further research on long-term and socioemotional literacy factors. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1508100 |
| Database: | ERIC |
| Abstract: | This study evaluated a university-led community extension program using literature-based reading instruction to improve comprehension among children in conflict with the law (CICL) at a rehabilitation center for youth in Cebu, Philippines. Using a quasi-experimental design, significant gains were observed in lexical (t = 0.03) and critical (t = 0.01) comprehension across grades 0-3, 4-6, 7-8, and 11-12, whereas grades 9-10 showed no significant improvement. The program enhanced vocabulary and analytical skills but had a limited impact on interpretive and creative comprehension. The findings highlight the value of facilitator-supported instruction and call for more tailored strategies. This study affirms that reading is a rehabilitative tool and urges further research on long-term and socioemotional literacy factors. |
|---|---|
| ISSN: | 2166-2681 2690-0408 |
