Root Causes of Non-Reading and Struggling Reading in Filipino: Towards Developing Courses of Action and Development of Reading Program Conceptual Models

Despite the sustained implementation of literacy programs by the Department of Education (DepEd) in the Philippines, non-reading and struggling reading in the Filipino language continue to persist in high school. This study aimed to (a) examine the underlying causes of such reading difficulties based on the lived experiences of students and the perspectives of parents, teachers, and selected DepEd officials; (b) propose appropriate courses of action; and (c) develop conceptual models for reading programs. Data was gathered through interviews, memoing, and focus group discussions among a total of 36 participants and were analyzed thematically. Findings revealed that non-reading was primarily associated with limited social resources, challenges in social adjustment, experiences of mistreatment and discrimination, and negative attitude toward reading. Struggling readers, on the other hand, were affected by issues related to educational quality, inadequate learning resources, limited social support, developmental disabilities, mental and emotional challenges, family interdependence, and attitudes toward reading. Based on these findings, the study recommended strengthening learning support networks, engaging experts and individuals with specialized training, revisiting and enhancing teacher education curricula, and implementing relevant and sustainable extension programs. Two conceptual models for reading programs were developed, anchored on the identified root causes. The findings underscore that effective reading interventions must be responsive to the actual needs of non-readers and struggling readers, as perceived by DepEd officials and parents. The study contributes to literature by addressing the persistent gap between literacy challenges identified since 2018 and the literacy programs implemented by DepEd from 2002 to 2024.