Abstract
This study aimed to determine the level of implementation of the reading program and its relationship to the reading level and academic achievement of the learners in District V, Division of Valencia City, School year 2023-2024. Specifically, it aimed to determine the level of implementation of the reading programs in terms of Phil-IRI, Read-a-thon, Reading Camp, Remedial Reading and Project DEAR; find out the significant relationship between the level of Implementation in the reading program and pupil’s reading level; and find out any single or combination from the independent variables that significantly influence the pupil’s reading level. This study used quantitative survey method utilizing a researcher-made instrument as the main tool for gathering. The following are the findings of the study: Phil-IRI, Read-a-thon, Reading Camp, Remedial Reading and Project DEAR were very much implemented in schools; there was no significant relationship between the implementation of the reading programs and the reading level of the learners; there was no significant relationship between any of the reading level of the learners; and (Phil-IRI, Reada-thon, Reading Camp, Project DEAR and Remedial Reading) to the reading levels of the learners. The following are the recommendations are offered: School leadership may unite the entire staff in support of a collective vision of reading instruction and must thoroughly understands the elements of a research-based reading program, and school culture that values effectively, research-based, proven reading program practices. Teachers may learn the necessary knowledge and expertise in the different reading programs and stakeholders must help in designing, implementing, and sustaining an effective reading program and provide support to the school’s efforts and improve students reading outcomes and also improve the academic achievement in Araling Panlipunan.
