This study examined the implementation and effectiveness of reading literacy programs in 22 public secondary schools in the Division of Catanduanes through a mixed-methods approach involving 38 teachers, 18 school heads, and 110 students. Guided by the Input-Process-Output model and supported by Systems Theory, Ecological Systems Theory, Theory of Planned Behavior, and Diffusion of Innovations, the study employed stratified purposive and random sampling, validated instruments, and descriptive and thematic analyses. Findings revealed that programs such as Catch-Up Friday, the Remedial Reading Program, and region-specific initiatives like the 5Bs and 6Bs were generally “Fully Implemented” and perceived as “Highly Effective,” yet challenges persisted in learner engagement, vocabulary development, instructional resources, and community involvement. Teachers and school heads responded with targeted interventions including differentiated instruction, peer-assisted learning, CPD, and leadership coordination. These insights informed a Strategic Action Plan for SY 2025–2026, proposing localized materials, flexible scheduling, and strengthened stakeholder collaboration. The study concludes that sustained support, inclusive practices, and context-responsive strategies are essential for improving literacy outcomes in Catanduanes and recommends further research on differentiated instruction, contextualized materials, and peer-driven literacy interventions.
Jowe Tanio (Wed,) studied this question.
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