2026· International Journal of Management Studies and Social Science Research· 0 citations· 9 references
Abstract
This study explored the perspectives of Grade 2 teachers in addressing the reading comprehension challenges of struggling learners in the Santa Maria West District, Davao Occidental Division. Utilizing a qualitative descriptive research design, data were collected through interviews to capture teachers’ observations, instructional practices, and insights within their natural classroom settings. Anchored on the Simple View of Reading and Scarborough’s Reading Rope, the study examined comprehension as influenced by linguistic, cognitive, instructional, and systemic factors. Findings revealed that learners experience significant difficulties in vocabulary development, word recognition, and higher-order comprehension skills such as sequencing, retelling, and inferencing. Language barriers were evident, as many learners demonstrated greater proficiency in Bisaya and Filipino than in English, often resulting in disengagement and low participation during classroom activities. To address these challenges, teachers implemented scaffolded and adaptive strategies, including guided reading, differentiated instruction, translanguaging, vocabulary enrichment, and the use of visual and interactive materials to enhance engagement. However, systemic constraints such as limited instructional time, insufficient professional training, lack of structured literacy programs, and minimal parental involvement hindered the effectiveness of these interventions. Teachers emphasized the importance of sustained institutional support through targeted professional development, adequate resource allocation, school-wide literacy initiatives, and strengthened family engagement. The study proposes a contextualized literacy support framework integrating teacher capacity building, structured instructional resources, and collaborative partnerships to improve literacy outcomes.
Persistent gaps in learners’ reading comprehension performance show the need to examine and strengthen instructional interventions in secondary classrooms. This study investigated the reading interventions implemented by teachers, the most frequently practiced strategies, students’ lived experiences of these interventions, the challenges encountered in implementation, and the development of a proposed activity to enhance practice. A mixed-methods design was employed, integrating descriptive quantitative analysis of questionnaire data with qualitative data from open-ended responses, interviews and scanned documents. Data were collected from Key Stage 3 English teachers and purposively selected learners across 47 public secondary schools in Nueva Vizcaya. Findings reveal that teachers implement a comprehensive and integrated set of interventions combining Comprehension Strategy Instruction (CSI), Foundational Reading Skills Instruction (FRSI), and Multicomponent Instruction (MI). Among these, strategies that are practical and immediately responsive to learners’ needs, such as questioning, context clues, inferencing, decoding, vocabulary-building, oral fluency, differentiated instruction, remediation, and the use of localized materials, are most frequently practiced. Students experience these interventions as active and progressive, demonstrating improvements in comprehension, fluency, vocabulary, and confidence, while also showing increased engagement and motivation to read. However, teachers encounter challenges related to time constraints, heavy workload, learner diversity, low motivation, foundational skill gaps, limited resources, inconsistent attendance, lack of parental support, and institutional demands. To sustain and enhance these practices, a division-level activity is proposed to institutionalize effective strategies, strengthen teacher competencies, and promote collaborative approaches to improving reading outcomes.
Karla Dolore Grapiza, Eilene Bugnay· International Journal of Edu...· 0 citations
This study explored the lived experiences of intermediate-grade English reading teachers in addressing learners’ difficulties in decoding, fluency, and comprehension at Tugbungan Elementary School and used their insights as the basis for a context-responsive Professional Development Plan. Anchored on the Simple View of Reading, Scarborough’s Reading Rope, and the Multifactorial Model of Reading Difficulty, the study employed a qualitative descriptive phenomenological design involving nine Grade IV, V, and VI English reading teachers selected through purposive sampling. Data were collected using an expert-validated, researcher-developed semi-structured interview guide and analyzed through phenomenological thematic analysis, with member checking, peer debriefing, and an audit trail supporting trustworthiness. Findings showed that teachers used differentiated strategies based on learners’ reading needs, including phonics and word-level instruction for decoding, repeated and guided reading for fluency, and vocabulary support, questioning, story mapping, retelling, and summarizing for comprehension. However, limited time, workload, large class sizes, inadequate reading materials, learner attendance, and uneven home support constrained consistent intervention, while school programs, mentoring, collaboration, resources, and family communication served as enabling supports. The study concluded that effective reading intervention requires both teacher expertise and coordinated school-level support and recommended protected remediation time, appropriate materials, practical professional development, collaborative support, progress monitoring, and realistic school–home partnerships. The study primarily supports SDG 4—Quality Education by promoting responsive reading intervention, teacher professional development, and inclusive learning support. Its sustainability impact lies in strengthening institutional and community capacity through diagnostic literacy profiling, differentiated intervention, professional collaboration, progress monitoring, and sustained school–home partnerships.
Jenn Jari A. Quijano, Jocelyn Yu· International Journal of Sus...· 0 citations
The study investigates how this integration affects comprehension, critical thinking, student engagement, learner autonomy, and the particular difficulties that students face using thematic analysis. Student perspectives, classroom observations, and classroom records were used to collect data. Using detailed information from ten informants with a range of skill levels, this qualitative case study examines the impact of combining language and content in academic reading for English as a Foreign Language (EFL) learners in higher education. The results show that students' reading comprehension is much improved by contextualizing reading materials, structuring instruction, and connecting the subject to real-world scenarios. Giving students the chance to relate academic material to their own experiences increases their engagement and sense of autonomy. However, issues with technical jargon, a lack of prior knowledge, and the interpretation of statistical or graphical data remain obstacles. Scaffolded analysis, modeling of reading strategies, and pre-teaching of specialist terminology are among the effective tactics identified. These findings highlight the importance of adaptable, targeted teaching strategies for EFL students. Such interventions are essential for fostering critical thinking, academic literacy, and independence. Integrating language and content supports EFL learners in overcoming reading challenges and achieving academic success.
Asrul Asrul, Abdulhalim Daud, Awaludin Rizal et al.· GLENS: Global English Insigh...· 0 citations
This study explored the lived experiences of intermediate teachers in teaching grammar, focusing on the challenges they encountered and the strategies they employed to support learners. Using a phenomenological research design, data were collected from fifteen (15) teacher-respondents through open-ended survey questions and analyzed using thematic analysis. The findings revealed that teachers face challenges such as students’ difficulty in applying grammar rules in communication, differences in learners’ proficiency levels, limited engagement during lessons, and instructional constraints. Despite these challenges, teachers used various strategies including sentence construction activities, short writing tasks, visual aids, contextualized instruction through reading passages, pair and group activities, drills, worksheets, and error correction exercises. These strategies helped improve students’ understanding and application of grammar. The study concludes that effective grammar instruction requires flexible, learner-centered, and interactive teaching approaches to address diverse learner needs and enhance language learning.
R. Concepcion· Divine Word International Jo...· 0 citations
This study investigated the instructional strategies employed by EFL teachers to support low-proficiency learners in inclusive classroom settings and examined the extent to which these strategies influenced learners’ participation and language achievement. Employing a mixed-methods approach with an exploratory sequential design, the study combined qualitative and quantitative data to provide a comprehensive understanding of inclusive teaching practices. Qualitative data were collected through semi-structured interviews with six EFL teachers and focus group discussions with students, while quantitative data were obtained from structured questionnaires and classroom-based assessments. The qualitative findings revealed that teachers implemented various inclusive instructional strategies, including scaffolding, peer collaboration, simplified and contextualized instruction, and differentiated tasks to accommodate learners’ diverse needs. The quantitative findings demonstrated that these strategies positively influenced students’ classroom participation and language achievement, particularly in vocabulary mastery, grammar accuracy, reading comprehension, and writing performance. The study further highlighted that supportive and flexible instructional practices contributed to increased learner confidence and engagement in classroom activities. Overall, the findings emphasize the importance of inclusive pedagogy in creating equitable and participatory EFL learning environments. The study also offers pedagogical implications for teachers, curriculum developers, and educational institutions in supporting low-proficiency learners more effectively.
The qualitative study explores the lived experiences of ten Grade 10 English teachers in selected public junior high schools in Mandaue City, Philippines, as they implement innovative strategies to enhance reading comprehension. Recognizing the critical role of reading comprehension in academic success and lifelong learning, the research addresses persistent challenges associated with traditional instructional methods. Using a phenomenological approach, data were collected through semi-structured interviews with ten purposively selected teachers, each with at least two years of experience and prior engagement in innovative practices. Thematic analysis revealed five key themes: culturally responsive and localized teaching, student-centered and participatory approaches, resourcefulness amid constraints, positive learner transformation, and the need for institutional support. These findings highlight the importance of teacher agency, creativity, and systemic backing in promoting effective literacy instruction. Recommendations are offered for educators, school leaders, and policymakers to strengthen reading comprehension outcomes in public secondary education.
Kenneth Alister S. Roxas, Gino G. Sumalinog, EdD· International journal of res...· 0 citations
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