Authors : Marichu A. Gentiles

Volume/Issue : Volume 11 - 2026, Issue 4 - April

Google Scholar : https://tinyurl.com/2f9xp9h8

Scribd : https://tinyurl.com/mucyv769

DOI : https://doi.org/10.38124/ijisrt/26apr101

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : Reading Intervention Program is viewed as a vital tool in education, providing opportunities for students who struggle with reading comprehension. There is an undeniable increase in the number of students needing reading assistance, as it is clear that few learners reach higher grade levels while still struggling to demonstrate their reading skills. Therefore, teachers play a crucial role in helping learners overcome these difficulties and develop their skills. Due to the shift to remote learning, where traditional physical activities were halted, the implementation of the reading intervention program took on a different form. This has posed challenges for teachers, as the mode of delivering intervention is new to them, and they face difficulties in adapting. This qualitative study aims to describe the experiences of teachers in implementing the reading intervention program. Data were collected through one-on-one virtual interviews with teachers from Banaybanay District, Davao Oriental, with their responses carefully recorded and documented. The study found that teachers’ experiences were shaped by their unfamiliarity with the new modality, limited resources, and insufficient instructional time. To overcome these challenges, teachers relied on external sources for supplementary materials and remained dedicated to their roles. Enhancing reading instruction and increasing adaptability to the mode of delivery have shown positive effects and support teachers in their work. Based on the study, providing additional resources and more opportunities for students to practice reading are essential to meet the needs of those struggling with reading.

Keywords : Reading Intervention; Reading Comprehension Skills; Qualitative; Mindanao; Philippines.

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