GUIDED READING AS A STRATEGY: IMPROVING LITERACY SKILLS AMONG STRUGGLING READERS

Education

ABSTRACT This study aimed to examine the impact of the guided reading approach on the literacy development of Grade 6 learners during the 2025-2026 school year. A quantitative quasi-experimental pretest-posttest research design was employed, utilizing a Phil-IRI questionnaire as the primary data-gathering tool. The subjects were the 19 Grade VI students that were chosen through purposive sampling. The data collected were analyzed using statistical methods such as percentage, mean, and paired samples t-test. The findings revealed that, as measured in the pretest, the competency level of the students in terms of comprehension and word reading skills belonged to the frustration level. Once the guided reading approach was implemented, the posttest of the students obtained the category of instructional level in both comprehension and word reading skills. Further, both domains showed significant pretest and posttest differences; that is, the students' literacy skills improved apparently after intervention. The results also establish that guided reading is a useful intervention strategy for enhancing word reading and comprehension. It is thus highly recommended to facilitate literacy as a practical intervention strategy for developing literacy skills of struggling readers.

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