Reading Intervention Practices and Instructional Adaptation for Struggling Readers Among Public Elementary School Teachers in Ambaguio, Nueva Vizcaya

Abstract

The present study explored reading intervention practices and instructional adaptations of struggling readers in the first to sixth grade level of the public elementary schools in Ambaguio District, Nueva Vizcaya. It included teachers' reported use of early identification, small group instruction, use of phonics and decoding, fluency, vocabulary, comprehension, use of localized materials, individualized remediation, home-school coordination, and instructional adjustments and perceived needs. This study employed a descriptive survey cross-sectional research design, a researcher made up questionnaire and 60 teacher respondents. Data was analyzed using frequencies, percentages, averages and standard deviations, where it was needed. A five-point interpretation scale was used, 1.00–1.80 = Very Low, 1.81–2.60 = Low, 2.61–3.40 = Moderate 3.41–4.20 = High, and 4.21–5.00 = Very High. The biggest domain mean was found in reading intervention practices (M = 4.06), then instructional adaptation practices (M = 3.77), and finally the perceived barriers and support needs (M = 3.67). Early identification had the highest mean response rating (M = 4.17) for the intervention practice and the repeated practice was the highest mean response rating (M = 3.98) for the instructional adaptation. There was a strong concern for the need for more specialized training (M = 4.25) and large class size (M = 4.18). The results identified needs for enhancing teaching support, reading resources, and teaching adjustment.