Abstract:
This study investigated the perceived implementation of the National Reading Program by 117
primary grade teachers and the reading levels of primary grade learners in Subic District, Schools
Division of Zambales, for the School Year 2024-2025. A quantitative-descriptive, causalcomparative, and correlational research design was employed, utilizing a validated questionnaire.
The study explored aspects of the National Reading Program such as instructional practice,
administrative support, learner engagement, and access to training and resources, along with
learners' reading levels in phonemic awareness, phonics and word recognition, reading fluency,
and comprehension. Results showed that most primary grade teachers were female, aged 40-49,
handling Grade 2, in Teacher III positions, with 20-29 years of teaching experience, and many
held MA degrees. Teachers perceived the National Reading Program as being effectively
implemented, supported by adequate administrative assistance and sufficient resources. Learners
were viewed as having satisfactory reading skills, especially in phonemic awareness, phonics,
fluency, and comprehension. Further analysis indicated that teachers' perceptions of the program's
implementation were not significantly influenced by demographic factors such as age, gender,
teaching position, or years of service. Additionally, a weak, non-significant correlation was found
between the perceived implementation of the National Reading Program and learners' reading
levels. An enhanced reading program was proposed to further improve the program’s
implementation and learners’ reading achievements. It was recommended that teachers reassess
their instructional strategies, and school heads implement the enhanced program to foster better
reading outcomes. |
