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Reading Instruction and Interventions in Multigrade Schools in Quezon

May Anne L. Batain1, Annabelle V. Molina2,
batain.mal@gmail.com1, averbmolina@gmail.com2
Kapayapaan Integrated School1, Good Life Baptist Christian Academy, Inc2
Calamba City1, Binan City, Philippines2



This study aimed to undermine the realities of reading instruction in three multigrade schools in Quezon province during the COVID-19 pandemic. They analyzed data obtained from Phil-IRI in the past three years and focused on how teachers implemented reading instruction in multigrade settings. The researchers investigated the interventions they employed. Results revealed that parental involvement played a critical role in reading instruction. Teachers espoused varied reading strategies and focused on material selection, integration, and contextualization. Formative strategies, home visitations, and interventions that involved parents were implemented.

Keywords: multigrade, reading, reading instruction, strategies, reading skills, last mile school

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