This study assessed the level of proficiency of teachers and Junior High School students who were under the Scholastic Reading Programs at the University of Batangas Lipa City for the AY 2017-2018. It also identified the efficacy of execution and the significant difference, if any, in how the teachers and students view teaching efficacy. These were used as a basis in the discussion of the proposed activities related to Assessment and Enrichment Program (AEP), Scholastic Reading Counts (SRC), and Scholastic Reading Inventory (SRI), all under the Scholastic Reading Program. The researchers gathered the needed information by surveying 50 students selected through random sampling and by organizing a focus group discussion with 15 select students. The findings of the research include the gap in proficiency between the teachers, or program implementers and the students, through the Scholastic Reading Programs. While the teachers peaked at the expected Lexile of more than 1500, the students’ average was only equivalent to a fifth grader’s. As per the read aloud and explicit skills instruction that is part of AEP, both the program implementers and the students agreed that focus must be given to prior knowledge, motivation, a deeper discussion that go beyond the prescribed lesson plans, and the application in real-life situations. The students are encouraged to participate in reading activities because of factors such as the teacher and their perception that the reading programs will provide a better quality of education. However, another factor, the mismatch of books to the reading ability and interest of the students, is detrimental in sustaining the students’ interest in reading. To address these concerns, the researchers proposed activities related to the implementation of the reading programs. These activities may be beneficial to the institution in creating a more reader-oriented community.
Education, reading, reading proficiency, reading comprehension, teaching efficacy, scholastic