Implementation Challenges and Effectiveness of National Reading Programs: Their Influence on Persistent Reading Difficulties among Key Stage 1 Learners
Abstract
This study examined the implementation challenges and effectiveness of national reading programmes and their relationship with persistent reading difficulties among Key Stage 1 learners in selected public elementary schools in one district of the Schools Division of Lanao del Norte, Philippines, during School Year 2025-2026. Specifically, it described the teacher-respondents' profile; determined the levels of programme implementation, implementation challenges, and perceived effectiveness; examined CRLA BoSY and EoSY classifications; tested significant changes, relationships, and predictors using available school-level CRLA data; and developed an action plan responsive to the findings. The null propositions tested at the 0.05 level assumed no significant relationships or predictive effects among the variables addressed by the available inferential data. Employing a quantitative descriptive-correlational design with predictive analysis, the study involved 30 teacher-respondents directly engaged in foundational literacy instruction and reading intervention. Data were collected through a researcher-made questionnaire assessing programme implementation, implementation challenges, and perceived effectiveness. These data were complemented by aggregated Comprehensive Rapid Literacy Assessment (CRLA) Beginning-of-School-Year (BoSY) and End-of-School-Year (EoSY) records for Grades 1 to 3. Descriptive statistics, chi-square tests, paired-samples t-tests, Pearson correlations, simple and multiple regression, and odds-ratio analysis were used. Findings showed Very High levels of programme implementation (M = 4.54) and perceived effectiveness (M = 4.64), alongside Very High implementation challenges (M = 4.34). Across the pooled CRLA records, the proportion of learners Reading at Grade Level increased from 12.09% at BoSY to 48.51% at EoSY, while Low Emerging Readers decreased from 38.03% to 5.16%. Reading classifications differed significantly across assessment periods, χ²(4, N = 8,247) = 2121.19, p < .001, Cramér's V = 0.507. At the school level, mean persistent reading difficulty declined from 86.12% to 48.54%, while BoSY severe/early difficulty significantly predicted EoSY persistent difficulty. These findings indicate substantial literacy gains across the implementation period, although a considerable proportion of learners remained below grade-level expectations at year-end. The results underscore the need for sustained teacher capacity-building, differentiated remediation, protected intervention time, adequate reading resources, CRLA-informed instructional supervision, and stronger home-school partnerships.