Reading Intervention for Struggling Readers: Supporting Diversity of Learners

Abstract

This qualitative research study examined the reading intervention practices and coping mechanisms of primary grade teachers in addressing the needs of struggling readers in Mati Central District, Division of Mati City. Grounded in a phenomenological approach, the study explored the lived experiences of ten teacher-participants through in-depth interviews and focus group discussions. The participants were selected based on their extensive teaching experience and consistent performance in literacy instruction. The analysis revealed three key themes related to reading intervention strategies: recognizing diverse learner needs, utilizing culturally responsive and inclusive practices, and employing multisensory and adaptive instructional techniques. In terms of coping mechanisms for challenges encountered, teachers demonstrated resilience by creating professional collaboration, adapting flexible use of instructional materials and schedules, fostering emotional resilience and reflective practices. Additionally, educational management insights emerged from the study, highlighting the need for data-driven decision-making, flexibility in scheduling and curriculum pacing, and sustainable intervention frameworks. The study offers meaningful implications for improving literacy instruction among struggling readers by providing practical, teacher-informed insights that can inform policy development, teacher training, and school-based reading programs.