Pedagogical Strategies and Teachers’ Reading Intervention Practices in Enhancing School Reading Programs
DOI:
https://doi.org/10.55687/ste.v5i3.488Keywords:
reading intervention, literacy instruction, pedagogical strategies, school reading programs, learner engagement, qualitative study, PhilippinesAbstract
This qualitative study explored pedagogical strategies and teachers’ reading intervention practices in enhancing school reading programs in the Cabatuan West District, Schools Division of Isabela. The study aimed to examine the instructional approaches, literacy intervention strategies, and classroom practices utilized by teachers in supporting struggling readers and strengthening school-based reading programs. Using a descriptive qualitative research design, data were gathered through semi-structured interviews, classroom observations, focus group discussions, and document analysis involving reading coordinators, elementary teachers, and selected learners. Thematic analysis revealed four major themes: (1) learner-centered and differentiated reading instructional strategies, (2) collaborative literacy support and motivational intervention practices, (3) contextualized and adaptive reading program implementation, and (4) instructional and operational challenges in sustaining school reading programs. Findings showed that teachers implemented guided reading, phonics instruction, peer-assisted learning, remedial reading sessions, contextualized literacy activities, and differentiated instruction to improve learners’ reading fluency, comprehension, and confidence. Learners became more engaged and motivated when literacy instruction was interactive, supportive, and aligned with their reading levels and interests. However, inadequate reading resources, limited instructional time, learner diversity, and insufficient parental support affected program implementation. The study concludes that learner-centered pedagogical strategies and adaptive reading intervention practices significantly contribute to literacy improvement and learner engagement in school reading programs. Strengthening literacy resources, teacher professional development, and community literacy partnerships is recommended to enhance reading intervention programs in public elementary schools.
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