Acquisition Of Reading Skills: Challenges and Interventions Employed by Teachers to the Grade 2 Learners at Villaverde District, Schools Division of Nueva Vizcaya
DOI:
https://doi.org/10.65339/ijsis.V1.I1.18Keywords:
Differentiated Instruction, Formative Assessment, Grade 2 Learners, Phonics-Based Reading, Reading Acquisition, Reading Difficulties, Reading Interventions, Villaverde DistrictAbstract
This study examined the challenges and interventions associated with reading-skill acquisition among Grade 2 learners in Villaverde District, Schools Division of Nueva Vizcaya. Guided by the Input-Process-Output framework, it considered teachers’ profiles, instructional resources, classroom conditions, teaching strategies, learner challenges, and support systems. A descriptive-quantitative research design was employed. The respondents were twenty (20) Grade 2 teachers from twelve public elementary schools, selected through purposive sampling. Data were gathered using a structured questionnaire and supplementary unstructured interviews. Frequency counts, percentages, and weighted means were used for analysis. Results showed that teachers perceived their classroom resources and learning environments as supportive of reading instruction, obtaining an overall weighted mean of 4.26, interpreted as “Always.” Teaching strategies were also frequently employed, with an overall weighted mean of 4.31; visual aids and multimedia tools received the highest rating. The most common challenges were difficulty recognizing sight words, language barriers, diverse learning needs, limited motivation, and low learner confidence, with an overall weighted mean of 4.25. Teachers frequently implemented differentiated instruction, phonics-based programs, formative assessments, one-on-one tutoring, multimedia resources, storytelling, and dramatization, obtaining an overall weighted mean of 4.20. The perceived impact of interventions and support systems was generally favorable, with an overall weighted mean of 3.99. Regular assessment, increased motivation, and greater interest in reading were positively reported, while collaboration and parental involvement needed strengthening. The study concludes that teachers apply varied, student-centered approaches despite persistent challenges. It recommends continued investment in reading materials, technology, teacher training, phonics, assessment, differentiated instruction, collaboration, and family participation. The study supports SDG 4 – Quality Education and SDG 10 – Reduced Inequalities by promoting equitable literacy opportunities and sustainable educational support.
References
Adler, H. (1982). Children’s reading habits and attitudes.
Aikat, D. (2007). Reading as a dynamic transaction.
Armbruster, B. B., Lehr, F., & Osborn, J. (2001). Put reading first: The research building blocks for teaching children to read: Kindergarten through grade 3. National Institute for Literacy, National Institute of Child Health and Human Development, U.S. Department of Education.
Best, J. W., & Kahn, J. V. (2006). Research in education (10th ed.). Pearson Education.
Bishop, D. V. M., & Adams, C. (1990). A prospective study of the relationship between specific language impairment, phonological disorders and reading retardation. Journal of Child Psychology and Psychiatry, 31(6), 1027–1050. https://doi.org/10.1111/j.1469-7610.1990.tb00844.x DOI: https://doi.org/10.1111/j.1469-7610.1990.tb00844.x
Castello, J., & Charlton, J. (2007). Literacy and text processing.
Coiro, J., & Dobler, E. (2007). Exploring the online reading comprehension strategies used by sixth-grade skilled readers to search for and locate information on the Internet. Reading Research Quarterly, 42(2), 214–257. https://doi.org/10.1598/RRQ.42.2.2 DOI: https://doi.org/10.1598/RRQ.42.2.2
Cooper, J. D. (2000). Literacy: Helping children construct meaning (4th ed.). Houghton Mifflin Company.
Cruz, R. (2007). Literacy skills among Filipinos.
Dolch, E. W. (1951). Psychology and teaching of reading (2nd ed.). Garrard Press.
Duke, N. K., & Pearson, P. D. (2002). Effective practices for developing reading comprehension. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction (3rd ed., pp. 205–242). International Reading Association. DOI: https://doi.org/10.1598/0872071774.10
Francisco, L. (2010). Reading as decoding and comprehension.
Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Association for Supervision and Curriculum Development.
Mikulecky, B. S., & Jeffries, L. (2004). Reading power: Reading for pleasure, comprehension skills, thinking skills, reading faster (3rd ed.). Longman.
Miller, S., & Moores, M. (2006). Interactive models of reading.
Olboc, R. L. (1992, September). The Philippine Journal of Education, 71(6).
Paris, A. H., & Paris, S. G. (2001). Children's comprehension of narrative picture books. Center for the Improvement of Early Reading Achievement, University of Michigan.
Sabatino, C. (1991). Motivation and reading success.
Sibayan, S. (1992). The role of reading in lifelong learning.
Smith, F. (2004). Understanding reading: A psycholinguistic analysis of reading and learning to read (6th ed.). Lawrence Erlbaum Associates.
Tompkins, G. E. (2001). Literacy for the 21st century: A balanced approach (2nd ed.). Merrill.
Tovani, C. (2000). I read it, but I don't get it: Comprehension strategies for adolescent readers. Stenhouse Publishers.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Leonora Castaneto Ramirez (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal the right of first publication. All articles are published under the Creative Commons Attribution 4.0 International (CC BY 4.0) License. This license permits use, sharing, adaptation, distribution, and reproduction in any medium or format, including for commercial purposes, provided that appropriate credit is given to the original author(s) and the journal, a link to the license is provided, and any changes made are indicated.
