Implementation of Reading Intervention Program and Institutional Performance of Public Secondary Schools

The study aimed to assess the implementation of the reading intervention program and institutional performance in public secondary schools in Tanay District, Schools Division Office of Rizal, during the School Year 2025-2026. The respondents of the study included the total population of teachers of Filipino and English in the said schools, consisting of 96 teachers. A descriptive research design was applied, utilizing a researcher-made questionnaire checklist as a tool in gathering the needed data on the extent of implementation of the reading intervention program with respect to program planning and design, program delivery, monitoring and evaluation, and sustainability and stakeholders’ support. The findings revealed that effective implementation of a reading intervention program requires data-driven assessment, explicit and systematic instruction, and frequent progress monitoring to tailor interventions to individual student needs, as indicated in the composite weighted mean of 4.65. Also, Findings denote that sex, civil status, and educational attainment of teachers are not significant in their assessment of the extent of implementation of the reading intervention program with respect to the different aspects. On the contrary, age, position title, length of service, and in-service trainings attended are significant in teachers’ assessment of reading intervention programs. Additionally, institutional performance of the schools involved in the study is performing effectively and efficiently, as reflected by the average of 78.6 percent, showing that the schools are responsive to the needs of the learners and expectations of stakeholders. It was concluded that sustained learner improvement in reading is closely linked to the consistent use of evidence-based instructional practices and ongoing evaluation, underscoring the role of responsive school systems in delivering effective and accountable reading programs. It was recommended that a reading intervention program be systematically implemented and maintained in public secondary schools to help students with reading difficulties. Teachers may continue to assess the results of the reading intervention program being implemented to determine the strengths and weaknesses.