Bridging Reading Gaps Among Struggling Grade 7 Readers: Teachers’ Reading Intervention Practices and Instructional Experiences in Public Secondary Schools

Abstract

This qualitative study explored the reading intervention practices and lived instructional experiences of teachers in addressing the reading gaps among struggling Grade 7 readers at Gamu Agri-Fishery School. Specifically, the study examined teachers’ intervention strategies, classroom experiences, challenges encountered, and perceived learner responses during reading remediation programs. Using a qualitative phenomenological research design, the study involved purposively selected Junior High School teachers engaged in reading intervention initiatives. Data were gathered through semi-structured interviews and analyzed using thematic analysis. Findings revealed that teachers employed differentiated reading instruction, guided reading, repeated reading, peer tutoring, vocabulary enhancement, contextualized reading materials, and individualized remediation sessions to improve learners’ reading comprehension and fluency. Participants perceived that reading interventions improved learners’ confidence, participation, motivation, and comprehension skills. However, teachers encountered challenges related to learner disengagement, limited instructional time, inadequate reading materials, varying learner abilities, poor parental support, and persistent comprehension difficulties. Despite these challenges, participants demonstrated instructional adaptability, patience, and commitment in sustaining reading intervention programs. The study highlights the importance of strengthening literacy intervention support systems, contextualized instructional materials, parental involvement, and professional development programs focusing on secondary reading remediation.