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

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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]
Copyright of International Journal of Special Education is the property of International Journal of Special Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: The Missing Links in the Literacy Programs in Philippine Basic Education: Lens from Veteran Implementors of Literacy Programs.
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  Data: <searchLink fieldCode="AR" term="%22Bagood%2C+Evelyn+T%2E%22">Bagood, Evelyn T.</searchLink><relatesTo>1</relatesTo><i> etbagood@nemsu.edu.ph</i><br /><searchLink fieldCode="AR" term="%22Dela+Cerna%2C+Maria+Cristina+S%2E%22">Dela Cerna, Maria Cristina S.</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Special+Education%22">International Journal of Special Education</searchLink>. 2026 Special Issue, Vol. 41, p249-268. 20p.
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  Data: *<searchLink fieldCode="DE" term="%22Literacy+programs%22">Literacy programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy+education%22">Literacy education</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Cultural+education%22">Cultural education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Nonformal+education%22">Nonformal education</searchLink><br /><searchLink fieldCode="DE" term="%22Ecological+systems+theory%22">Ecological systems theory</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of International Journal of Special Education is the property of International Journal of Special Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Text: English
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              Text: 2026 Special Issue
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