Reading Instruction and Interventions in Multigrade Schools in Quezon
May Anne L. Batain1, Annabelle V. Molina2
https://orcid.org/0000-0002-3975-10691, https://orcid.org/0000-0002-9554-18832
batain.mal@gmail.com1, averbmolina@gmail.com2
Kapayapaan Integrated School1, Good Life Baptist Christian Academy, Inc2
Calamba City1, Binan City, Philippines2
DOI: https://doi.org/10.54476/ioer-imrj/895283
ABSTRACT
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