Implementation Challenges of a Community-Based Reading Program

Authors

Julito B. Clarion, Ligaya G. Novida

Abstract

This study examined the implementation challenges of the Community-Based Reading Program in selected elementary schools in District IV, Schools Division of Oroquieta City, during School Year 2025–2026. Using a descriptive–narrative research design, the study involved twelve participants, including school heads and teachers, selected through purposive sampling. Data were collected through a validated questionnaire and semi-structured interviews, then analyzed using descriptive statistics and thematic analysis. Findings revealed that the program is generally implemented through structured reading activities, stakeholder collaboration, and monitoring mechanisms; however, several challenges persist, including time constraints, limited resources, inconsistent stakeholder participation, and diverse learner needs. Despite these, teachers and school heads reported positive experiences, professional growth, and meaningful learner progress. The study concludes that while the program is beneficial, strengthening planning, resource provision, and stakeholder engagement is essential. An enhanced remedial framework is proposed to improve program effectiveness and sustainability.

Keywords

community-based reading program, implementation challenges, literacy development, remedial framework, stakeholder participation