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

This mixed-method study examined the reading challenges and coping strategies of 112 Grade 3 learners in the General Luna District, Division of Quezon, during the 2024–2025 school year. It analyzed the relationship between learners' socio-economic profiles (sex, parental education, occupation, income, family size) and their difficulties in word recognition, fluency, vocabulary, and comprehension. The research found that learners faced significant reading difficulties across all domains, with word recognition challenges particularly influenced by sex and family size.

Quantitative data, collected through survey questionnaires, revealed highly challenging reading difficulties among Grade 3 learners in word recognition, fluency, vocabulary, and comprehension. Sex and family size were identified as significant factors influencing word recognition challenges.

Qualitative insights from open-ended responses highlighted that learners primarily employ multisensory coping strategies. These include phonics exercises, timed practices for fluency, readers' theater or role-playing, utilizing a thesaurus, and various graphic organizers or visual aids to overcome their reading difficulties.

Based on the findings, the study led to the development of the 'Multimodal Enhanced Remediation with Coping Approach in Direct Opportunities' (MERCADO) intervention program. MERCADO incorporates multimodal approaches, contextualized reading selections, and lesson plans specifically designed to address challenges in word recognition, fluency, vocabulary, and comprehension.

The study recommends piloting the MERCADO intervention to assess its effectiveness. It also suggests implementing gender-sensitive programs to address specific challenges faced by different sexes and conducting further research to ensure sustained literacy improvements among young learners in diverse socio-economic contexts. This research contributes to the broader goal of enhancing literacy development.