This study aimed to determine the extent of utilization of the existing schools' reading intervention programs and the performance of the learners comprising three schools in Caloocan North Four This investigation employed descriptive qualitative and quantitative method since it described the extent of utilization of the programs adopted by the schools particularly different reading interventions to address the non-readers. Likewise, it focused on the performance of the learners in pre and post test based on the results of Phil-IRI.

Based on the forgoing presentation of the salient findings, the existing schools' reading intervention programs adopted by the schools involved in this investigation are: Dolch Basic Sight Words (DBSW), Aba Nakakabasa na Ako (Project ANA), Drop Everything & Read (DEAR), Monitored Reading Time (MRT), Modified Reading Dictation (MBD), You and I Ready To Read (YIRTR), Lightning the Less Achievers & Non-Readers (LLANO). Tutak Basa, Read Aloud and Anak Ko, Tutok Ko.

Teachers obviously encounter some challenges and constriants in the utilization of the different reading intervention programs adopted by the schools. It points out that lack of skill on the part of the teachers in using the best strategy or method on how the intervention can become effective. uncooperative parents, inconsistent implementation on the part of the admistration, learners lack of interest, insufficient monitoring and assessment mechanisms, very limitted time allotment, overload of teachers, among others. These continuously become a burden especially that many of the learners need help. Inadequate grasp of this very important comptencies, learners automatically struggles other learning opportunities.

Early intervention programs are the most common type of reading intervention as it is believed by many academic professionals that if you are able to target a reading problem from early age, then the greater the chance they will benefit. Early intervention has also been described as "proven essential strategy for closing the reading gap".

Since the result of the post test based on the Phil-IRI had increased, and the mastery level had been attained, this can be used as bases for recommending that the identified reading intervention progrms be utilized using different strategies or approaches to make it more effective.

It is also recommended that these existing schools' reading intervention programs be sustained and replicated in other schools or districts likewise, constant monitoring be conducted to know the effectiveness and also to make adjustments on the approach utilized.

Collaboration between the teachers as facilitators and the master teachers as instuctional supervisors should be enhanced. It is therefore, recommended that more collaborative modalities of coaching and mentoring be adopted by both teachers and master teachers for purposes of improving their teaching competencies.

Future research enthusiasts can make this as a reference, since this study focused on the utilization of the different reading intervention programs which can be benchmarked and later be implemented.