The Implementation of School-Based Reading Programs in the Public Elementary Schools of San Narciso District II, Division of Quezon: Inputs for the Development of District-Wide Reading Program

Developing learners' reading skills has been a perennial challenge in many schools, necessitating systematic evaluation of school-based interventions. This study assessed the implementation of school-based reading programs in public elementary schools in San Narciso District II, Division of Quezon, Philippines, to provide an empirical basis for developing a district-wide reading program. Employing a sequential explanatory mixed-methods design, quantitative data were gathered from 100 teachers through a researcher-developed checklist questionnaire, while qualitative data were collected through semi-structured interviews with nine reading coordinators. Quantitative data were analyzed using weighted means, while qualitative data were processed through coding and thematic analysis. Results revealed that the school-based reading programs attained an overall Grand Mean of 3.44, interpreted as Highly Evident–Highly Implemented (HE–HI) across five dimensions: Goals and Objectives (M = 3.51), Instructional Program (M = 3.48), Professional Development (M = 3.43), and Program Output (M = 3.54), with Materials and Resources registering the lowest composite mean at 3.22 (Evident–Moderately Implemented). SWOT analysis identified structured, data-driven instruction and peer/learner collaboration as dominant internal strengths; resource constraints, implementation variability, and parental involvement gaps as key weaknesses; technology enhancement, stakeholder engagement, and professional development as opportunities; and attendance disruptions, operational limitations, and home reinforcement gaps as prevailing threats. Thematic analysis generated four overarching themes: Structured and Differentiated Literacy Instruction; Implementation and Resource Constraints; Collaborative and Technological Opportunities for Scaling; and Contextual and Systemic Threats to Sustainability. Findings informed the development of a proposed District-Based Reading Enhancement Program (DBREP) anchored in structured differentiation, collaborative governance, and strategic resource mobilization. The study underscores the importance of addressing resource adequacy and home–school partnerships to sustain reading program gains in Philippine elementary.