Strategies in addressing reading difficulties in elementary schools: Teacher perspectives

Abstract

This study explored teachers’ experiences in handling reading difficulties among pupils in selected elementary schools in Pagudpud, Ilocos Norte. Using a descriptive qualitative design, data were collected from 16 teachers through a semi-structured questionnaire and analyzed using thematic analysis. The findings revealed that common reading difficulties include challenges in decoding, reading comprehension, and vocabulary. These difficulties affect learners’ reading performance and classroom participation. Teachers addressed these challenges through phonics-based instruction, guided reading, and the use of instructional materials. The study concludes that consistent and targeted instructional strategies are essential in improving learners’ reading skills and supporting their academic development. It is recommended that other studies may also explore the effectiveness of specific reading interventions using quantitative or mixed-method approaches to further strengthen literacy programs.