Grade 5 Teachers’ Experiences in Addressing Reading Comprehension Difficulties in Geographically Isolated Public Elementary Schools

Abstract

The study was conducted to determine the experiences of Grade 5 teachers in addressing reading comprehension difficulties of learners in geographically isolated publicelementary school. This study focused on the reading comprehension difficulties experienced by the learners and contextual factors associated with the reading comprehension difficulties, the strategies used by the teachers through scaffolding, differentiated instruction, contextualization and interaction, the challenges experienced in providing sustained reading comprehension support amidst teaching and other school activities and the insights from teachers’ experiences. This qualitative descriptive study used a total of six Grade 5 teachers from three geographically isolated public elementary schools with two Grade 5 teachers in each school. Data were gathered through semi-structured interviews and thematic analysis was used to analyses the data. The analysis identified five major themes: (1) Beyond Reading Words: Difficulties in Constructing Meaning, (2) Limited Reading Exposure and Contextual Influences, (3) Going Back to the Basics: Scaffolding and Differentiated Instruction, (4) Making Reading Meaningful Through Context and Interaction, and (5) Balancing Reading Support with Competing Teaching Responsibilities. Based on reports from teachers, learners experienced difficulties in understanding vocabulary, identifying main ideas and supporting details, explaining answers, summarizing information, and making inferences. Teachers reported that some students can read the texts but cannot comprehend them or have difficulty identifying the main idea. Teachers associated these difficulties with limited exposure to reading, restricted access to reading materials, differences in home support, limited vocabulary, and resource constraints. Lack of reading materials and limited parental support also affect the learners' ability to read and read fluently. In response to these difficulties, teachers employed guided reading, vocabulary activities, repeated reading, questioning, simplified texts, visual materials, peer support, and differentiated learning activities. They also contextualized reading tasks and used interaction to relate texts to learners’ experiences and prior knowledge. However, limited instructional time—compounded by ancillary responsibilities such as coordinator duties, administrative paperwork, and general school tasks—impeded teachers' ability to deliver consistent, individualized, and sustained reading support. The findings suggest that addressing reading comprehension difficulties requires instruction that responds to learners' needs and contexts. Strengthening access to reading resources, providing adequate opportunities for reading intervention, and supporting teachers in managing competing responsibilities may help sustained reading comprehension support in geographically isolated public elementary schools.