Bridging Reading Gaps: Analyzing the Impact of the National Reading Program on Grade 1 to 3 Learners in Kiliog Elementary School

This study investigates the impact of the National Reading Program (NRP) on the reading proficiency of Grade 1 to 3 learners at Kiliog Elementary School. Utilizing the Comprehensive Rapid Literacy Assessment (CRLA), the research analyzed pre-test and post-test scores to evaluate learner progress in reading comprehension, fluency, and vocabulary. The findings revealed statistically significant improvements across all domains, affirming the effectiveness of the NRP’s structured and daily interventions. In addition to quantitative data, the study explored implementation challenges such as time constraints, limited resources, large class sizes, and insufficient training support, which affected program delivery. Teachers’ recommendations for enhancing the program emphasized the importance of sustained professional development, stronger community and parental engagement, and the provision of adequate reading materials. The study concludes that while the NRP has made notable contributions to early-grade literacy development, its full potential can only be realized through systemic support and collaborative efforts. These findings contribute valuable insights for education stakeholders aiming to refine early literacy policies and ensure more equitable access to reading interventions in public schools.