Empowering Minds, Transforming Lives - Effectiveness of Literature-Based Reading Instruction to Children in Conflict with the Law

Oct 15, 2026

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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. A quasi-experimental design showed significant gains in lexical and critical comprehension across grades 0–3, 4–6, 7–8, and 11–12, while grades 9–10 showed no significant improvement. The program strengthened vocabulary and analytical skills but had limited effects on interpretive and creative comprehension, supporting facilitator-supported instruction and recommending tailored, longer-term socioemotional literacy research.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages30

Reading Time1 h 16 min

AccessFree to download

Abstract

Introduction

Legal framework and rehabilitation context

Reading literacy and cognitive development

Literature-based reading instruction and prior interventions

Article Volume 15, Issue 1 (2026), pp. 133-162 Journal of Interdisciplinary Studies in Education ISSN: 2166-2681Print 2690-0408 Online | [https://ojed.org/jise](https://ojed.org/jise) [https://doi.org/10.32674/mjb0nr49](https://doi.org/10.32674/mjb0nr49) Empowering Minds, Transforming Lives: Effectiveness of Literature-Based Reading Instruction to Children in Conflict with the Law Ma. Cristilina A. Montañez Cebu Technological University – Argao, Philippines Rachel S. Camilo. Luiscel Teofi E. Cabico, Cebu Technological University – Argao, Philippines Aileen G. Cuevas Department of Social Welfare and Development-Philippines 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 offacilitator-supported instruction and call for more tailored strategies. This study affirms that reading is a rehabilitative tool and urges further research on longterm and socioemotional literacy factors. Keywords: CICL, literature-based reading instruction, reading comprehension, rehabilitation INTRODUCTION Universities serve multiple essential functions beyond instruction, one of which is providing sustainable services that address societal issues through their community extension services. These services often include training programs informed by research findings, ensuring that academic knowledge is translated into meaningful community impact (Montañez et al., 2024) . In line with this mandate, the Literature-Based Reading Instruction Program for Children in Conflict with the Law (CICL) at the Regional Rehabilitation Center for Youth (RRCY) has been developed as a subsidiary initiative under the CAS Shares HEART extension program. This initiative, spearheaded by the College of Arts and Sciences (CAS) of Cebu Technological University Argao Campus, integrates Human Kinetics, Emotional Well-Being, Arts, Reading and Literature, Technology, and Scientific Processes to support the rehabilitation and growth of youth at RRCY. As part of the university's commitment to community extension, this program reinforces the role of education and literature in fostering social change and personal development. The beneficiaries of this program are covered by Republic Act No. 9344, also known as the "Juvenile Justice and Welfare Act" of the Philippines, which establishes a legal framework that prioritizes the rehabilitation and well-being of youth involved in the justice system rather than punitive measures. This legislation seeks to safeguard the rights of children and youth in conflict with the law (CICL) by promoting restorative justice and emphasizing rehabilitation instead of criminalization. This act applies to children under 18 years old who are at risk orin conflict with the law (Canete & Pandey, 2020) . Additionally, the law outlines various rehabilitation programs to facilitate the reintegration of young offenders into society and support their personal development (Oppus, 2019) . Furthermore, this act emphasizes multisectoral collaboration among the Philippine National Police, Barangay Personnel, and Social Welfare Officers to ensure effective implementation. However, gaps in capabilities need to be addressed (Cale, 2024) . Hence, through its extension services arm, the university actively rehabilitates and reforms these CICLs before their reintegration into their respective communities. Undeniably, Children in Conflict with the Law (CICL) experience educational

FAQs

What program was evaluated in the study?

The study assessed a university-led community extension program using literature-based reading instruction for children in conflict with the law (CICL) at a youth rehabilitation center in Cebu, Philippines.

Which comprehension areas improved significantly, and for which grade levels?

Significant gains were observed in lexical and critical comprehension for grades 0–3, 4–6, 7–8, and 11–12, while grades 9–10 showed no significant improvement.

What limitations were reported regarding the instruction’s impact?

The findings indicate the program enhanced vocabulary and analytical skills, but it had limited impact on interpretive and creative comprehension.

Oct 15, 2026

Upload by Asher