Status of Implementation of National Reading Program in Public Elementary Schools
DOI:
https://doi.org/10.65339/ijsair.V2.I1.63Keywords:
National Reading Program, reading proficiency, public elementary schools, program implementation, instructional strategies, educational managementAbstract
This study determined the status of implementation of the National Reading Program in selected public elementary schools in the Binangonan II District, Division of Rizal, during the School Year 2025–2026. Anchored on the reading initiatives of the Department of Education (DepEd), the program underscores the importance of strengthening learners’ reading proficiency as a foundational skill for academic success. The research examined the consistency of program implementation across its major components and identified challenges affecting its delivery.The study utilized a descriptive survey research design. A total of 115 public elementary teachers served as respondents and were profiled according to age, sex, civil status, position title, educational attainment, length of service, and in-service trainings attended. Data were gathered using a researcher-made questionnaire-checklist covering four key areas: instructional strategies, availability of reading materials, school facilities and resources, and monitoring and evaluation practices. Statistical tools such as weighted mean and tests of significant difference were employed to analyze the data.Findings revealed that the National Reading Program was very much implemented in all areas. Monitoring and evaluation practices were rated the highest, indicating strong compliance and oversight, while instructional strategies were consistently applied in classroom settings. The availability of reading materials received the lowest rating among the four areas, though it remained within a high level of implementation. No significant differences were found in teachers’ perceptions when grouped according to their demographic profiles, suggesting a uniform implementation across schools. However, challenges such as limited parental involvement, insufficient digital resources, inadequate reading facilities, and low learner motivation were identified.The study concluded that while implementation is consistent and standardized, addressing contextual and resource-related gaps is essential to maximize program effectiveness. Recommendations include strengthening administrative support, enhancing instructional innovation, improving resource allocation, and fostering stronger school-community partnerships.
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