The Missing Links in the Literacy Programs in Philippine Basic Education: Lens from Veteran Implementors of Literacy Programs.

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Bibliographic Details
Title:	The Missing Links in the Literacy Programs in Philippine Basic Education: Lens from Veteran Implementors of Literacy Programs.
Authors:	Bagood, Evelyn T.¹ etbagood@nemsu.edu.ph, Dela Cerna, Maria Cristina S.¹
Source:	International Journal of Special Education. 2026 Special Issue, Vol. 41, p249-268. 20p.
Subject Terms:	Literacy programs, Literacy education, Literacy, Cultural education, Educators, Teaching methods, *Nonformal education, Ecological systems theory
Abstract:	Guided by Bronfenbrenner’s Ecological Systems Theory, this study examined the systemic and programmatic gaps in literacy initiatives within Philippine basic education from the perspective of experienced implementers. Despite ongoing reforms, literacy outcomes in the country continue to reflect persistent challenges, suggesting the presence of missing links in program design, instructional practices, and support systems. This study explored how veteran literacy program implementers specifically Alternative Learning System (ALS) teachers from the Surigao del Sur Division perceive these gaps and identify practical strategies for strengthening literacy development. An exploratory qualitative research design was employed. Eighteen seasoned ALS teachers with extensive experience in literacy instruction participated in one-on-one semistructured interviews. The interview data were analyzed using reflexive thematic analysis to identify recurring patterns in participants’ experiences and perspectives regarding literacy program implementation. The findings revealed several interconnected gaps affecting literacy development. These include limited cultural relevance in literacy materials, instructional practices that emphasize decoding more than comprehension, restricted opportunities for authentic writing, and varying levels of home and institutional support. These issues reflect the influence of multiple environmental systems shaping literacy learning, consistent with the ecological framework guiding the study. Participants also identified strategies that support stronger literacy outcomes, including contextualized reading materials, strengthened foundational reading instruction, consistent integration of writing activities, and improved collaboration among schools, families, and community stakeholders. The study provides practitioner-based insights into how literacy programs operate in real educational contexts and highlights the importance of coordinated support across instructional, institutional, and community environments. These findings contribute to a clearer understanding of the missing links in literacy program implementation and offer direction for strengthening literacy initiatives within Philippine basic education. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Guided by Bronfenbrenner’s Ecological Systems Theory, this study examined the systemic and programmatic gaps in literacy initiatives within Philippine basic education from the perspective of experienced implementers. Despite ongoing reforms, literacy outcomes in the country continue to reflect persistent challenges, suggesting the presence of missing links in program design, instructional practices, and support systems. This study explored how veteran literacy program implementers specifically Alternative Learning System (ALS) teachers from the Surigao del Sur Division perceive these gaps and identify practical strategies for strengthening literacy development. An exploratory qualitative research design was employed. Eighteen seasoned ALS teachers with extensive experience in literacy instruction participated in one-on-one semistructured interviews. The interview data were analyzed using reflexive thematic analysis to identify recurring patterns in participants’ experiences and perspectives regarding literacy program implementation. The findings revealed several interconnected gaps affecting literacy development. These include limited cultural relevance in literacy materials, instructional practices that emphasize decoding more than comprehension, restricted opportunities for authentic writing, and varying levels of home and institutional support. These issues reflect the influence of multiple environmental systems shaping literacy learning, consistent with the ecological framework guiding the study. Participants also identified strategies that support stronger literacy outcomes, including contextualized reading materials, strengthened foundational reading instruction, consistent integration of writing activities, and improved collaboration among schools, families, and community stakeholders. The study provides practitioner-based insights into how literacy programs operate in real educational contexts and highlights the importance of coordinated support across instructional, institutional, and community environments. These findings contribute to a clearer understanding of the missing links in literacy program implementation and offer direction for strengthening literacy initiatives within Philippine basic education. [ABSTRACT FROM AUTHOR]
ISSN:	08273383