International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Teachers Initiatives, Strategies, and Approches in Teaching Struggling Readers: Bases for an Enhancement Program

Author(s) Nikkie Jane B. Garde
Country Philippines
Abstract This study examined the teachers’ initiatives, strategies, and approaches in teaching struggling readers in public elementary schools in the Schools Division of Iloilo during the school year 2024. A descriptive-correlational research design was employed with 288 randomly selected teacher-respondents. Data were gathered using a researcher-made questionnaire and analyzed using descriptive and inferential statistics.

Findings revealed that teachers demonstrated a very high level of implementation of initiatives and instructional strategies such as differentiated instruction, guided reading, phonics-based instruction, and small-group interventions. These strategies were found to be very effective in improving learners’ reading fluency, comprehension, and word recognition. However, teachers also encountered moderate challenges, including large class sizes, insufficient instructional materials, and limited time for individualized instruction. Significant differences were found in instructional strategies when grouped according to years of teaching experience, while no significant differences were noted in terms of age and sex. Furthermore, a significant positive relationship was established between teachers’ initiatives and instructional effectiveness.

Based on the findings, it is concluded that teachers’ active engagement in reading interventions plays a crucial role in improving the literacy skills of struggling readers. An enhancement program is recommended to strengthen instructional practices and address existing challenges in reading instruction.
Keywords Struggling readers, reading instruction, teachers’ initiatives, instructional strategies, reading intervention, differentiated instruction, literacy development, elementary education, enhancement program
Field Sociology > Education
Published In Volume 8, Issue 3, May-June 2026
Published On 2026-06-02
DOI https://doi.org/10.36948/ijfmr.2026.v08i03.79109
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