Exploring Reading Challenges and Coping Strategies of Selected Grade 3 Learners in General Luna District, Division of Quezon: Basis for Intervention

The study utilized an embedded mixed-method design to explore reading challenges and coping strategies of 112 Grade 3 learners in General Luna District during the 2024–2025 school year. It aimed to understand the interplay between learners' socio-economic profiles (sex, parental education, occupation, income, family size) and their reading difficulties across various domains. Quantitative data was collected using researcher-made survey questionnaires, while qualitative insights were gathered through open-ended responses.

Quantitative analysis revealed that learners faced highly challenging reading difficulties in word recognition, fluency, vocabulary, and comprehension. Specifically, word recognition challenges were significantly influenced by sex and family size. This highlights the pervasive nature of reading difficulties among young learners in the district.

Qualitative data indicated that learners predominantly used multisensory coping strategies. These included phonics exercises, timed practices, readers’ theater or role-playing, the use of a thesaurus, and various graphic organizers or visual aids. These strategies suggest a proactive approach by learners to overcome their reading difficulties.

Based on the findings, the study developed the “Multimodal Enhanced Remediation with Coping Approach in Direct Opportunities” (MERCADO) intervention. This program incorporates multimodal approaches with contextualized reading selections and lesson plans to specifically address challenges in word recognition, fluency, vocabulary, and comprehension. It is designed to be learner-centered and evidence-based.

The study recommends piloting the MERCADO intervention to assess its effectiveness. Additionally, it suggests implementing gender-sensitive programs to address the identified differences in word recognition difficulties. Further research is also encouraged to ensure sustained literacy improvements among young learners in diverse socio-economic contexts. This research aims to contribute significantly to enhancing literacy development.