2026 IJRSE – Volume 15 Issue 8
Available Online: 7 April 2026
Author/s:
Medidas, Anabelle S.
St. Mary’s College, Philippines (ana.sierra0210@gmail.com)
Abstract:
This study employed a descriptive-correlational research design to examine the program initiatives of the Filipino Reading Coordinator in the Public Elementary Schools Division of San Fernando City and their relationship to pupils’ reading proficiency. The descriptive component analyzed the scope, nature, and implementation of the coordinator’s initiatives across Teacher Support, Instructional Resources, Reading Activities, and Monitoring of Pupil Progress. Findings revealed that overall program initiatives were moderately implemented (mean = 3.41), with strengths in timely feedback and pupil engagement but gaps in teacher training, mentoring, and systematic monitoring. The correlational component investigated the association between coordinator initiatives and pupils’ reading outcomes, specifically Word Recognition, Comprehension, and Fluency. Results indicated extremely weak correlations (r = 0.055, p = 0.965), suggesting that coordinator-led programs alone did not significantly influence reading proficiency. Pupils demonstrated moderate overall reading proficiency (mean = 3.39), excelling in word recognition but requiring targeted support in comprehension and fluency. Literature highlights that effective reading outcomes depend on integrated approaches combining teacher readiness, instructional practices, evidence-based interventions, and continuous monitoring (Fountas & Pinnell, 2017; Rasinski & Padak, 2019; Tompkins, 2019; Vadasy & Sanders, 2018). The study implies that enhancing reading programs requires aligning coordinator initiatives with classroom instruction, teacher preparedness, and individualized pupil support. A proposed Data-Based Reading Improvement Plan was recommended to address skill gaps, strengthen teacher practices, and promote higher literacy achievement.
Keywords: Filipino reading coordinator, reading proficiency, teacher support, instructional resources, data-based improvement plan
DOI: https://doi.org/10.5861/ijrse.2026.26123
Cite this article:
Medidas, A. S. (2026). Evaluating the program initiatives of the Filipino reading coordinator in the San Fernando City division. International Journal of Research Studies in Education, 15(8), 137-147. https://doi.org/10.5861/ijrse.2026.26123