Implementation and Challenges of Reading Intervention Programs in Face-to-Face Classes

Reading intervention programs are pedagogical approaches designed to enhance reading fluency and comprehension for individuals facing difficulties. These programs incorporate strategies to improve word reading, develop fluency, expand vocabulary, and boost comprehension. Peer discourse is also a key component to foster engagement.

The research aimed to determine the level of implementation of reading intervention programs in terms of objective attainment, teaching strategies, and the availability and adequacy of learning resources. It also sought to identify the challenges faced by participants. An exploratory-sequential strategy was used, involving 43 quantitative participants and 30 qualitative informants from Rosales District II, Rosales, Pangasinan.

Teaching strategies showed the highest mean (µ=3.75) in implementation, while objective attainment had the lowest (µ=3.62). Challenges encountered by teachers were significantly associated with the program's implementation level, particularly regarding objective attainment and teaching strategies. The study identified several themes from teachers' experiences, including new learning experiences, diverse materials, technology integration, manifested values, the pivotal role of parental support, workload and knowledge transfer challenges, incentives through rewards, and personal accountability.

The study concludes that with the right attitude from educators and strong parental support, the learning experience for struggling readers is significantly enhanced and amplified, especially with the integration of technology. Effective implementation of reading intervention programs requires addressing challenges related to resources, workload, and fostering a supportive environment.