Structured Reading Interventions in Key Stage 1: Teachers' Experiences in Fostering Reading Fluency and Comprehension in Kasibu East District,Schools Division of Nueva Vizcaya

Authors

  • ADELFA DULNUAN NORT EAST COLLEGE Author

DOI:

https://doi.org/10.64358/sih.v2i3.143

Keywords:

structured reading interventions,reading fluency,reading comprehension,Key Stage 1, teachers' experiences,early literacy,phenomenology,qualitative reasearch

Abstract

Reading fluency and comprehension are fundamental literacy skills that serve as the foundation for learners' academic success and lifelong learning. In Key Stage 1, structured reading interventions provide systematic and targeted instructional support that enables beginning readers to develop decoding skills, reading accuracy, fluency, vocabulary, and comprehension. Teachers play a vital role in implementing these interventions by designing responsive instructional activities that address the diverse literacy needs of young learners. This study explored the experiences of Key Stage 1 teachers in implementing structured reading interventions to foster reading fluency and comprehension in Kasibu East District, Schools Division of Nueva Vizcaya. A qualitative phenomenological research design was employed involving ten Key Stage 1 teachers selected through purposive sampling. Data were gathered through semi-structured interviews, classroom observations, and document analysis and were analyzed using Braun and Clarke's six-phase thematic analysis. The findings revealed that teachers utilized differentiated reading instruction, repeated reading, phonics-based activities, guided reading, and continuous learner assessment to strengthen literacy development. Despite challenges related to learner diversity, limited instructional resources, parental support, and instructional time, teachers demonstrated creativity, resilience, and reflective practice in implementing reading interventions. The study highlights the importance of teacher expertise, family engagement, contextualized reading materials, and continuous professional development in strengthening early literacy instruction. The findings provide valuable insights for teachers, school leaders, curriculum developers, and policymakers in improving reading intervention programs for beginning readers.

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Published

2026-08-08

Issue

Vol. 2 No. 3 (2026): Studies in Interdisciplinary Horizons

Section

Articles

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