ABSTRACT
This study examined the extent of literacy difficulties experienced by learners, the implementation of the Reading Intervention Program, and their relationship with academic achievement. A descriptive-correlational research design was employed involving eight (8) teachers and thirty-two (32) elementary learners. Data were gathered using a validated survey questionnaire and academic achievement records. Statistical tools used included weighted mean, frequency and percentage distribution, and Pearson Product-Moment Correlation. Findings revealed that learners experienced a moderate level of literacy difficulties, particularly in reading comprehension, vocabulary development, and reading fluency. In contrast, the Reading Intervention Program was implemented to a very high extent, indicating strong school commitment in planning, instructional delivery, monitoring, assessment, and stakeholder support. Academic achievement results showed that 40.63% of learners attained high achievement, 40.63% demonstrated moderate achievement, and 18.75% exhibited low achievement. Correlation analysis revealed a very strong negative significant relationship between literacy difficulties and academic achievement, indicating that increased literacy difficulties were associated with lower academic performance. Furthermore, a very strong positive significant relationship was found between the implementation of the Reading Intervention Program and academic achievement, suggesting that effective intervention practices contribute significantly to improved learner outcomes. The study concludes that literacy difficulties remain a critical factor affecting learners' academic success, while a well-implemented Reading Intervention Program serves as an effective mechanism for enhancing academic achievement. Sustained literacy support, targeted interventions, and collaborative stakeholder engagement are therefore recommended to further improve learners' reading competencies and educational outcomes.
Keywords: Literacy Difficulties, Implementation, Reading Intervention Program, Performance, Learners
INTRODUCTION
Literacy functions as a foundational cornerstone of educational advancement, human development, and broader societal progression. It is not merely a technical academic capability but a fundamental mechanism through which individuals’ access, interpret, and evaluate the complexities of modern knowledge networks (Laroya & Bagarinao, 2024). Within the matrix of global cognitive development, the ability to read and comprehend text stands as the ultimate portal to self-directed learning and continuous academic mobility. When a learner successfully transitions from "learning to read" to "reading to learn," text transforms from a structural barrier into an intellectual tool.
Despite its recognized importance, modern education faces a severe global and localized crisis in literacy development, particularly regarding reading comprehension. Reading comprehension is a highly sophisticated, multi-layered cognitive process requiring the seamless integration of lower-level linguistic operations—such as phonemic decoding, syntactic processing, and lexical retrieval—with higher-level executive functions, including background knowledge activation, working memory utilization, inference-making, and meta-cognitive monitoring (Spencer & Wagner, 2018). When these components fail to align, text processing breaks down, and the reader is left unable to construct a coherent mental model of the text.
On an international scale, reading failure represents a major structural challenge for modern educational systems. Data from the Program for International Student Assessment (PISA) consistently underscores a global stagnation in reading proficiency, indicating that over one in four students across developed and developing nations fail to meet baseline standards (UIJRT, 2026). These struggling learners cannot isolate primary arguments, extract central themes, or draw elementary inferences from standard textual selections (UIJRT, 2026).
This crisis is heavily magnified within the educational landscape of developing nations. For instance, in the Philippines, international assessments have exposed deep-seated vulnerabilities in public and private literacy development frameworks. According to PISA indicators, an overwhelming majority of Filipino learners track far below the baseline average for reading proficiency, with only a fraction achieving standard operational competence (UIJRT, 2026).
Furthermore, metrics compiled by the World Bank regarding "learning poverty" highlight that approximately 90% of ten-year-old children in the local domain struggle to read, process, or comprehend a simple, age-appropriate paragraph (Laroya & Bagarinao, 2024). This severe trend indicates that a massive portion of the student population remains instructionally locked out of higher-order academic materials. This creates a systemic achievement gap that expands as learners progress through more complex grade levels.
In the Philippines, the Department of Education (DepEd) has implemented various initiatives aimed at strengthening literacy among learners. Programs such as Every Child A Reader Program (ECARP), the National Reading Program, and learning recovery initiatives under the Basic Education Learning Continuity Plan emphasize the importance of developing foundational literacy skills. More recently, literacy interventions have been integrated into learning recovery programs to address the effects of learning loss and improve reading achievement among learners (DepEd, 2023).
The implementation of reading intervention programs is particularly important because literacy difficulties have far-reaching consequences on learners' academic achievement. Reading comprehension is closely associated with success in nearly all academic disciplines. Learners who have difficulty understanding texts often struggle to comprehend instructions, solve word problems, conduct research, and complete academic tasks effectively. Conversely, learners with strong reading skills are more likely to perform well academically and exhibit greater confidence in learning activities (Suggate, 2016).
Academic achievement serves as a critical indicator of learners' educational progress and attainment. It reflects the extent to which learners acquire knowledge, skills, and competencies expected at their grade level. Numerous studies have established a positive relationship between reading proficiency and academic achievement. According to Hernández (2022), learners with higher levels of reading comprehension tend to achieve better academic outcomes because they can effectively process information across various content areas. This relationship highlights the importance of addressing literacy difficulties as a means of improving overall educational performance.
Given the prevalence of literacy difficulties among learners in the present school and the recognized importance of reading interventions, there is a need to examine the extent of these challenges and the effectiveness of intervention programs being implemented. Understanding the nature and severity of learners' literacy difficulties can provide valuable insights into the specific areas requiring instructional support. Likewise, evaluating the extent of implementation of reading intervention programs can help determine whether current strategies adequately address learners' needs and contribute to improved academic outcomes.
This study determines the relationship between the extent of literacy difficulties, extent of implementation of the reading intervention program, and academic achievement of learners in Sto. Niño Elementary School, Capoocan I District, Leyte Division. The findings of the study were basis for the proposed intervention plan.
see PDF attachment for more information