This study determined the status of implementation of reading intervention programs in selected elementary schools under the Tacloban City Division. Specifically, it assessed the extent of attainment of program objectives, the strategies employed by reading teachers, the assessment practices used, the availability of reading resources and facilities, and the reading proficiency levels of learners. The study aimed to provide empirical evidence on the effectiveness and current implementation status of school-based reading interventions.

A descriptive research design was employed. The respondents were elementary reading teachers from selected schools under District Learning Center (DLC) IX, Tacloban City Division. A researcher-made questionnaire, validated by experts, was used to gather data on reading intervention program objectives, strategies, assessment practices, and available resources. Learners’ reading proficiency levels were obtained from Phil-IRI posttest results. Statistical tools used included mean, standard deviation, frequency count, and percentage.

Findings revealed that the extent of attainment of objectives in reading intervention programs was high (M = 3.455), indicating effective implementation in identifying learners’ reading levels and improving reading fluency and comprehension. The strategies employed were often implemented (M = 3.033), with shared reading identified as the most frequently used strategy. Assessment practices were also often practiced (M = 2.821), with Phil-IRI as the most commonly used tool. In terms of resources, schools showed high availability of traditional materials such as printed books and visual aids, while digital and technology-based resources remained limited. Learners’ reading proficiency results showed improvement across grade levels, with most learners classified under instructional and independent reading levels and no non-readers recorded.

The study concluded that reading intervention programs in the selected schools are generally effective in improving learners’ reading proficiency. However, enhancement is needed in the integration of diverse instructional strategies, expansion of technology-based assessment practices, and improvement of access to digital reading resources to further strengthen program implementation.