Acquisition Of Reading Skills: Challenges and Interventions Employed by Teachers to the Grade 2 Learners at Villaverde District, Schools Division of Nueva Vizcaya

Abstract

This study examined the challenges and interventions associated with reading-skill acquisition among Grade 2 learners in Villaverde District, Schools Division of Nueva Vizcaya. Guided by the Input-Process-Output framework, it considered teachers’ profiles, instructional resources, classroom conditions, teaching strategies, learner challenges, and support systems. A descriptive-quantitative research design was employed. The respondents were twenty (20) Grade 2 teachers from twelve public elementary schools, selected through purposive sampling. Data were gathered using a structured questionnaire and supplementary unstructured interviews. Frequency counts, percentages, and weighted means were used for analysis. Results showed that teachers perceived their classroom resources and learning environments as supportive of reading instruction, obtaining an overall weighted mean of 4.26, interpreted as “Always.” Teaching strategies were also frequently employed, with an overall weighted mean of 4.31; visual aids and multimedia tools received the highest rating. The most common challenges were difficulty recognizing sight words, language barriers, diverse learning needs, limited motivation, and low learner confidence, with an overall weighted mean of 4.25. Teachers frequently implemented differentiated instruction, phonics-based programs, formative assessments, one-on-one tutoring, multimedia resources, storytelling, and dramatization, obtaining an overall weighted mean of 4.20. The perceived impact of interventions and support systems was generally favorable, with an overall weighted mean of 3.99. Regular assessment, increased motivation, and greater interest in reading were positively reported, while collaboration and parental involvement needed strengthening. The study concludes that teachers apply varied, student-centered approaches despite persistent challenges. It recommends continued investment in reading materials, technology, teacher training, phonics, assessment, differentiated instruction, collaboration, and family participation. The study supports SDG 4 – Quality Education and SDG 10 – Reduced Inequalities by promoting equitable literacy opportunities and sustainable educational support.