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Intervention Strategies for Struggling Readers in Inclusive Education
Subject area: Arts, Social Sciences and Humanities · Area of research: Inclusive Education
DOI: https://doi.org/10.64388/IREV9I10-1717088
Abstract
This study examined the perceived effectiveness of intervention strategies for struggling readers in inclusive education and the challenges in their implementation among 112 Key Stage 1 public school teachers in Binalonan I District and Binalonan District 2, Pangasinan Division II during the 2024–2025 school year. Using mixed-methods design, quantitative data were analyzed through weighted means using a five-point Likert scale, while qualitative data from interviews identified implementation challenges. Findings revealed that reading aloud, phonics instruction, guided reading, vocabulary development, and word analysis were all perceived as effective, with phonics instruction rated highest as “very effective.” Teachers emphasized interactive and multisensory approaches such as echo reading, word mapping, and phonemic activities as most beneficial for struggling readers. However, respondents reported challenges including inadequate training, limited instructional materials, large class sizes, linguistic diversity, time constraints, and weak parental involvement. The study concludes that while intervention strategies are highly valued, their effectiveness depends on improved teacher training, resource support, and stronger system-level support to ensure successful implementation in inclusive classrooms.
Keywords
Effectiveness, Inclusive Education, Intervention Strategies, Public School Teachers, Reading
How to cite this paper
@article{1717088,
author = {Vanessa E. Rabara, Monette S. Locquiao, EdD, RGC},
title = {Intervention Strategies for Struggling Readers in Inclusive Education},
journal = {Iconic Research And Engineering Journals},
year = {2026},
volume = {9},
number = {10},
pages = {4065-4077},
issn = {2456-8880},
url = {https://www.irejournals.com/formatedpaper/1717088.pdf},
abstract = {This study examined the perceived effectiveness of intervention strategies for struggling readers in inclusive education and the challenges in their implementation among 112 Key Stage 1 public school teachers in Binalonan I District and Binalonan District 2, Pangasinan Division II during the 2024–2025 school year. Using mixed-methods design, quantitative data were analyzed through weighted means using a five-point Likert scale, while qualitative data from interviews identified implementation challenges. Findings revealed that reading aloud, phonics instruction, guided reading, vocabulary development, and word analysis were all perceived as effective, with phonics instruction rated highest as “very effective.” Teachers emphasized interactive and multisensory approaches such as echo reading, word mapping, and phonemic activities as most beneficial for struggling readers. However, respondents reported challenges including inadequate training, limited instructional materials, large class sizes, linguistic diversity, time constraints, and weak parental involvement. The study concludes that while intervention strategies are highly valued, their effectiveness depends on improved teacher training, resource support, and stronger system-level support to ensure successful implementation in inclusive classrooms.},
keywords = {Effectiveness, Inclusive Education, Intervention Strategies, Public School Teachers, Reading},
month = {April},
doi = {https://doi.org/10.64388/IREV9I10-1717088}
}