IMCC Journal of Science

Abstract: 

This qualitative narrative inquiry explores the reading intervention strategies employed by Grade V English teachers at Suarez Central School in response to learners’ persistent reading difficulties. Drawing on data from interviews, reflective journals, and storytelling sessions with selected teacher-participants, the study uncovers both the challenges faced and the adaptive strategies implemented in classroom reading instruction. Findings indicate that teachers contend with a range of barriers, including limited instructional materials, time constraints, diverse learner reading abilities, and minimal parental involvement. Despite these obstacles, teachers demonstrated instructional ingenuity through the use of improvised and contextualized materials, cross-curricular integration of reading activities, differentiated instruction, peer tutoring, and the establishment of safe and engaging reading environments. The Philippine Informal Reading Inventory (PHIL-IRI) served as a vital diagnostic tool in identifying reading levels and informing intervention planning. These insights highlight the critical need for sustained professional development, collaborative teaching practices, and institutional support to enhance foundational literacy. Ultimately, the study affirms that effective reading intervention requires both teacher innovation and systemic commitment to improve literacy outcomes among elementary learners.

Keywords: differentiated instruction, literacy, PHIL-IRI, reading intervention strategies