Teachers’ Experiences in Implementing Reading Intervention Programs for Grade 4 Pupils: Perceived Influence on Reading Comprehension Development in a Rural Elementary School Context

Authors

  • Precious Duludul Northeastern College Author
  • Dr. Alma Gonzales Author

DOI:

https://doi.org/10.64358/vj5mvm37

Keywords:

reading intervention, reading comprehension, literacy development, elementary education, rural schools, remedial reading, qualitative research

Abstract

This qualitative phenomenological study explored teachers’ experiences in implementing reading intervention programs for Grade 4 pupils and examined their perceived influence on reading comprehension development within a rural elementary school context. Specifically, the study investigated teachers’ instructional practices, implementation challenges, learner responses, and perceived literacy outcomes associated with reading intervention activities. Data were gathered through semi-structured in-depth interviews with twelve purposively selected elementary teachers involved in reading intervention programs. Thematic analysis following Braun and Clarke’s framework was utilized in analyzing the data. Findings revealed that teachers encountered challenges related to learners’ poor reading comprehension, limited vocabulary, weak fluency, low reading motivation, and inconsistent parental support. Despite these challenges, participants implemented guided reading activities, contextualized reading materials, phonics-based instruction, peer-assisted learning, and differentiated literacy strategies to strengthen reading comprehension and learner engagement. Teachers also emphasized the importance of patience, consistent reading practice, emotional encouragement, and learner-centered instruction in improving literacy development among struggling readers. Participants observed gradual improvements in learners’ oral reading fluency, comprehension skills, vocabulary acquisition, and classroom confidence. The findings underscore the importance of responsive and contextualized reading intervention programs in promoting literacy recovery and reading comprehension development among Grade 4 pupils in rural educational settings.

 

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Published

2026-06-05

Issue

Vol. 2 No. 2 (2026): International Journal of Education, Literacies and Curriculum Studies

Section

Articles