Primary Grade Teachers’ Practices and Learners’ Early Reading Literacy Struggles in Zone 3, Schools Division of Zambales

Abstract

This research explored the methods employed by primary-grade learners to address early reading literacy struggles and the literacy skills of those students. It sought to explore the link between what teachers do and how learners perform, while examining areas of struggle and skill development. The study went further to examine demographic influences on teacher beliefs and practices, filling a gap in the literature regarding how specific teacher and learner factors inform implementation of literacy interventions in early grades. The study found that teachers of younger grades show relatively high engagement levels for all instruction strategies and all classroom interventions, a synergy with parental support, whereas students slightly struggle in retrieving word meanings, reading fluency and comprehending texts. Specific advanced literacy skills (vocabulary, fluency, phonemic awareness, and reading comprehension) caught the attention of the researchers as they are areas where many children need specific support.[9] Overall, findings suggest selective demographic impacts on teacher perceptions, based on educational attainment, civil status, and sex. Summary of low-cost interventions to improve literacy (quasi-experimental study): Interactive comprehension activities, structured writing-focused peer assessment, small group instruction, targeted phonemic awareness, and parent-mediated reading routines. Key literacy gaps have been identified and informed the proposed intervention plan, which has a collaborative, multi-sensory approach with evidence-based practices to improve outcomes for learners. The role of other variables affecting teacher efficacy and literacy development may be explored in future studies.