Teacher-Assisted Reading Intervention for Struggling Elementary Readers

This convergent mixed-method study investigates the effectiveness of teacher-assisted reading interventions in improving literacy outcomes among struggling readers in Grades Four through Six at a public elementary school in Toledo City. The intervention integrates guided and partner reading with digital tools, such as audiobooks and reading apps, to provide personalized support that enhances comprehension, fluency, and engagement. Data were collected using an assessment tool adapted from the Philippine Informal Reading Inventory (Phil-IRI), which categorizes reading proficiency into independent, instructional, and frustration levels, alongside a self-constructed questionnaire that captured the challenges teachers encountered during implementation. Quantitative data showed statistically significant improvements across all grade levels: mean reading scores increased from 7.78 to 11.21 in Grade 4, from 9.44 to 11.44 in Grade 5, and from 7.33 to 10.92 in Grade 6 (all p < 0.01). The proportion of independent readers nearly doubled, while those in the frustration category sharply declined. Qualitative analysis of teacher reflections revealed four main challenges: instructional differentiation for diverse reading needs; sustaining student engagement, especially among low-motivation readers; time constraints due to curricular demands; and limited resource availability. Teachers highlighted the need for individualized scaffolding, the impact of integrating interest-based materials, and the urgent need for additional resources to support struggling readers fully. Findings revealed that students who participated in the assisted reading interventions demonstrated notable gains in reading proficiency, as evidenced by posttest performance. The study also highlights the critical role of teacher guidance, scaffolding, and consistent practice in fostering literacy development. Ultimately, the findings advocate integrating tailored assisted reading strategies into educational frameworks to address post-pandemic literacy challenges and cultivate lifelong reading habits among elementary learners, thereby contributing to a more inclusive and responsive approach to literacy instruction in contemporary Philippine education.