Guided Reading and Reading Skills of a Grade 7 Learner with Learning Difficulty: A Case Study

Abstract

Reading difficulties among Grade 7 learners continue to affect comprehension, fluency, vocabulary development, and classroom participation. This study explored how guided reading sessions influenced the reading development and learning experiences of one Grade 7 learner with learning difficulties in a secondary school in Compostela West District, Division of Davao de Oro. Using a qualitative single case study design, data were gathered through a validated semi-structured interview guide and analyzed through thematic analysis. Guided by Vygotsky’s Sociocultural Theory, particularly the Zone of Proximal Development (ZPD), the study examined how teacher scaffolding, structured reading activities, and social interaction supported reading growth. Findings revealed four themes: emotional response to program placement, teacher-guided reading support, structured learning through guided reading activities, and interactive comprehension with peer participation. The learner initially experienced nervousness and fear, but consistent teacher support, daily reading tasks, questioning, modeling, and peer discussion helped reduce anxiety and improve engagement. The results suggest that guided reading functions not only as a literacy intervention but also as an emotionally supportive instructional practice that strengthens comprehension, fluency, vocabulary, confidence, and learner independence.