Profiling, Implementation, and Literacy Impact of the National Reading Program in Public Elementary Schools of Buguey South District

This study assessed the implementation, challenges, and impact of the National Reading Program (NRP) on literacy advancement in Buguey South District public elementary schools for SY 2024–2025. Using a descriptive-correlational design, data from 106 teachers were analyzed through descriptive statistics, t-tests, ANOVA, and Pearson’s r. The NRP was rated “Implemented” (M = 4.09), with resource availability rated highest. Literacy advancement was “Evident” (M = 4.05), especially in vocabulary. Challenges were “Encountered” (M = 4.06), notably in material distribution and learner readiness. Significant differences existed across several teacher profile variables. Strong positive correlations were found between implementation and literacy outcomes; negative correlations emerged between challenges and literacy status. Strengthened resources and teacher support are recommended for improved NRP sustainability.