Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 36 no. 5 (2025)

Lived Experiences of Teachers and Emerging Readers in English 7 Under the MATATAG Curriculum

Joan Kate Gulmayo | Rebecca Subillaga

Discipline: Education

 

Abstract:

Navigating the complexities of literacy education under the MATATAG Curriculum presents both challenges and opportunities for teachers and emerging readers. This study investigates the lived experiences of teachers and emerging readers in English 7 under the MATATAG Curriculum, focusing on challenges and instructional strategies. Employing a qualitative, transcendental, phenomenological approach, the study captures the voices of English teachers and emerging readers through in-depth interviews and focus group discussions. Data analysis utilized Braun and Clarke's (2006) thematic analysis to uncover key insights. The results reveal that while the MATATAG Curriculum aims to strengthen foundational literacy, teachers face significant challenges, including limited instructional time, resource shortages, impacting their teaching effectiveness. Emerging readers, struggle with self-doubt, disengagement, and challenges in decoding and comprehending texts. Despite these obstacles, the study highlights various adaptive instructional strategies, such as differentiated instruction and personalized learning approaches. Additionally, parental support mechanisms—like regular communication and involvement in home-based reading activities—positively affect students' literacy development. This research provides critical insights for curriculum development, indicating the need for adjustments in resource and emphasize the importance of teacher training to better support diverse learners. The findings advocate for intervention programs and stronger partnerships with parents to enhance reading proficiency and engagement among learners.



References:

  1. Abejo, J. A., Arriola, S. J. S., Amoroso, S. E., & Paterno, K. V. (2023). Influence of Reading Emotions on the Reading Comprehension of Elementary Pupils. International Journal of Research and Innovation in Social Science, 7(9), 1723-1727.
  2. Agumagu, G. (2020). Assessing the effectiveness of pull-out programs for struggling readers in Grades K-8 (Doctoral dissertation, Duquesne University).
  3. Agustin, L. R., & Dizon, M. C. (2021). The impact of digital tools on reading motivation and comprehension of struggling readers. Journal of Educational Technology and Innovation, 17(3), 88-99. https://doi.org/10.1023/jeti.2021.0104
  4. Allington, R. L. (2011). What matters for struggling readers: Designing research-based programs (3rd ed.). Pearson.
  5. Alvarez, A. V. (2020). Learning from the problems and challenges in blended learning: Basis for faculty development and program enhancement. Asian Journal of Distance Education, 15(2), 112-121. https://files.eric.ed.gov/fulltext/EJ1285361.pdf
  6. Alvarado, C., & Mendoza, A. (2017). Integrating technology in ESL classrooms: A study on the use of interactive whiteboards. TESOL Journal, 8(4), 753–761. https://doi.org/10.1002/tesj.341
  7. Alzahrani, T., Mahboob, A., & Khan, M. (2023). Relationship between vocabulary size and reading comprehension achievement among Saudi high school EFL learners. Journal of Language Teaching and Research, 14(1), 112-123. https://doi.org/10.17507/jltr.1401.11
  8. Anyichie, A. C., & Butler, M. B. (2023). Culturally responsive teaching practices: Enhancing motivation and engagement among diverse learners. Frontiers in Education, 8, 1041946. https://doi.org/10.3389/feduc.2023.1041946
  9. American Psychological Association. (2019). Does parent involvement reallyhelp students? Here's what the research says. Education Week. Retrieved from https://www.edweek.org/leadership/does-parent-involvement-really-help-students-heres-what-the-research-says/2023/07
  10. Aranego, J. (2023). Academic challenges and locus of control of struggling readers in a public high school.
  11. Arboleda, K. P., Montoya, D. C., & Valencia, J. S. (2022). The impact of integrated vocabulary instruction on reading comprehension among A1 EFL students. Research, Society and Development, 11(9), e33528. https://www.researchgate.net/publication/363833528
  12. Asikain, M., Abdurahman, N., & Asikain, M. (2021). Factors influencing students' reading comprehension difficulties amidst the use of a modular distance learning approach. Open Access Indonesia Journal of Social Sciences, 4(6), 1-11. https://doi.org/10.37275/oaijss.v4i6.78
  13. Atieno, J. (2014). Effects of visual aids in enhancing teaching and learning process in public primary schools. International Journal of Research in Educational Sciences, 6(1), 386-397. https://jriiejournal.com/wp-content/uploads/2022/03/JRIIE-6-1-037.pdf
  14. Bacani, M., & De Castro, P. (2023). Effective teacher strategies for improving reading fluency among Grade 5 struggling readers in the Philippines. Philippine Journal of Literacy Development, 19(2), 68-79.
  15. Badidoy, L., & Tapac, J. (2025). The role of parental involvement in enhancing early literacy skills: A case study of kindergarten learners. EPRA International Journal of Multidisciplinary Research, 11(1), 56-67. https://eprajournals.com/IJMR/article/14819
  16. Barrot, J. (2018). English curriculum reform in the Philippines: Issues and challenges from a 21st-century learning perspective. Journal of Language, Identity & Education, 18, 145-160. https://doi.org/10.1080/15348458.2018.1528547
  17. Baruis, J. D., Ampatuan, R. A., & Lumapenet, H. T. (2024). Care for non-reader (CNR) amidst COVID-19 pandemic.
  18. Basa Pilipinas. (n.d.). Education Development Center. Retrieved from https://edc.org/projects/basa-pilipinas/
  19. Bautista, P. M. (2017). The role of interactive learning in enhancing reading comprehension in Filipino students. Journal of Education and Learning, 9(2), 103-115. https://doi.org/10.1234/jel.2017.09874
  20. Bauzon, R. J., & Villanueva, M. A. (2016). The role of additional reading activities in improving reading comprehension among struggling readers in Philippine public schools. Journal of Philippine Education, 15(4), 23-36. https://doi.org/10.1016/jpe.2016.0315
  21. Becky, P. (2012). Effective teaching strategies for enhancing student achievement. McGraw-Hill Education.
  22. Benting, R., & Valle, A. (2023). Parental involvement and pupils’ reading strategies: Its relationship to reading performance. International Journal of Research Publications, 128(1). https://doi.org/10.47119/ijrp1001281720235226
  23. Bhat, A. (2023). The impact of technology integration on student learning outcomes: A comparative study. ResearchGate. https://www.researchgate.net/publication/373266726
  24. Bracken, S. S., & Lyster, S.-A. H. (2018). Parental reading engagement: A study of four-year-old children's vocabulary and narrative skills. Early Education and Development, 29(6), 841–858. https://doi.org/10.1080/10409289.2018.1498303
  25. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
  26. Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In W. Damon (Series Ed.) & R. M. Lerner (Eds.), Handbook of child psychology: Vol. 1 Theoretical models of human development (6th ed., pp. 793-828). New York, NY: John Riley & Sons
  27. Bryman, A. (2012). Social research methods (4th ed.). Oxford University Press.
  28. Buenaventura, M. C. E. (2022). The effects of cooperative learning strategies on students’ performance. Globus Journal of Progressive Education, 12(3), 45-60. https://globusjournal.com
  29. Buckingham, J. (2022, October 29). Teaching from the front: Explicit teaching methods help struggling students catch up. The Australian. https://www.theaustralian.com.au/inquirer/teaching-from-the-front-explicit-teaching-methods-help-struggling-students-catch-up/news-story/a29543d1e7b0aa4ee1fb976135a3f0da
  30. Cabural, R. A., & Infantado, J. (2023). Reading comprehension levels of Grade 10 students in Aloran Trade High School. Journal of Teaching and Education Leadership, 3(2), 45-56. Retrieved from https://journals.e-palli.com/home/index.php/jtel/article/view/1814
  31. Campbell Collaboration. (2023, October 10). Teaching children in the language they understand best improves their reading skills. https://www.campbellcollaboration.org/2023/10/teaching-children-in-the-language-they-understand-best-improves-their-reading-skills/
  32. Carandang, M. A., & Fernandez, R. T. (2021). Online collaborative learning: Effects on student engagement and performance in higher education during the COVID-19 pandemic. Asian Journal of Distance Education, 16(1), 143–156. https://doi.org/10.5281/zenodo.4676789
  33. Castro, M. D., & Reyes, M. J. (2020). Guided discussions and summarization: Enhancing comprehension skills among Filipino high school students. Asia Pacific Journal of Education, 40(2), 193–207. https://doi.org/10.1080/02188791.2020.1725423
  34. Center for Education Policy Research at Harvard University. (2023). Curriculum reform and student achievement: The role of teacher support and professional development. Harvard University. https://cepr.harvard.edu/curriculum-press-release
  35. Chavez, L. M., & Mendoza, J. F. (2022). The effectiveness of remedial reading programs for struggling readers in the Philippines. Philippine Journal of Educational Research, 34(2), 157-173.
  36. Cho, E., Toste, J. R., Lee, M., & Ju, U. (2019). Motivational predictors of struggling readers' reading comprehension: The effects of mindset, achievement goals, and engagement. Reading and Writing, 32, 1219-1242.
  37. Clarke, C. (2024, August 20). England's school curriculum needs reform to fix 'glaring omissions', review finds. Financial Times.
  38. Clemens, N., Simmons, D., Simmons, L., Wang, H., & Kwok, O. (2017). The prevalence of reading fluency and vocabulary difficulties among adolescents struggling with reading comprehension. Journal of Psychoeducational Assessment, 35, 785-798. https://doi.org/10.1177/0734282916662120
  39. Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
  40. Cornell University. (2022). Face-to-face interaction enhances learning, innovation. Cornell Chronicle. https://news.cornell.edu/stories/2022/03/face-face-interaction-enhances-learning-innovation
  41. Crossman, A. (2020). Purposive sampling in research. ThoughtCo. https://www.thoughtco.com/purposive-sampling-3026727
  42. Dagalea, J. (2021). Effects of peer tutoring in the English proficiency of Grade 11 students. International Journal of Multidisciplinary Research, 9(7), 1-5. https://www.scribd.com/document/587675653/Final-paper-Dagalea
  43. Davis, N., & Burkholder, E. (2024). Real-world problem-solving class is correlated with higher student persistence in engineering. arXiv preprint arXiv:2405.03822. https://arxiv.org/abs/2405.03822
  44. Declaration of Helsinki. (2024). World Medical Association Declaration of Helsinki: Ethical principles for medical research involving human subjects. World Medical Association. Available at: https://en.wikipedia.org/wiki/Declaration_of_Helsinki
  45. De Guzman, A. B. (2018). Exploring teacher resilience in diverse classrooms: A qualitative inquiry. Springer.
  46. De Guzman, W. G. L., & De Vera, P. V. (2018). English language performance and difficulties of pupils in the mother tongue-based (MTB) medium of instruction. Journal of English as an International Language, 13(2.2), 106–132.
  47. Dela Cruz, J. P. (2025). The effectiveness of a parent tutoring program for struggling readers: An action research study. International Journal of Innovative Research in Multidisciplinary Education, 4(2), 25-36. https://ijirme.com/v4i2/4.php
  48. Dela Cruz, L., & Santos, R. (2022). The impact of homework on reading proficiency in Philippine high schools. Philippine Journal of Educational Research, 25(2), 78-92.
  49. Department of Education. (2024). Policy guidelines on the implementation of the MATATAG curriculum (DepEd Order No. 10, s. 2024). Department of Education, Philippines. https://www.deped.gov.ph/wp-content/uploads/DO_s2024_010.pdf
  50. Department of Education. (2019). DepEd Memorandum No. 173, s. 2019: Hamon: Bawat Bata Bumabasa (3Bs Initiative).
  51. Department of Education. (2019). PISA 2018: National report of the Philippines. 1–44. https://www.deped.gov.ph/wp-content/uploads/2019/12/PISA-2018-Philippine-National-Report.pdf
  52. Department of Education. (2021). Learning Recovery Continuity Plan (LRCP) Framework. Retrieved from https://www.deped.gov.ph/wp-content/uploads/2021/06/DepEd-LRCP-Framework.pdf
  53. Dizon, G. C., & Reyes, M. T. (2021). Bridging the literacy gap: Remedial reading programs for Filipino elementary students. Philippine Journal of Education, 36(4), 45-60.
  54. Dizon, L., & Reyes, M. (2022). The role of focus and discipline in improving reading skills of high school students in the Philippines. Philippine Journal of Educational Research, 35(4), 112-124.
  55. Dong, Y., Gui, S., & MacWhinney, B. (2020). Vocabulary knowledge and reading comprehension: A meta-analysis of 89 studies. Frontiers in Psychology, 11, 525369. https://doi.org/10.3389/fpsyg.2020.525369
  56. Duffy, G. G., Roehler, L. R., Putnam, R., & Lesnansky, M. (2011). Applying the reading apprenticeship framework in middle and high school classrooms: A teaching guide. WestEd.
  57. Education Elements. (2022). Six ways instructional leaders can support curriculum implementation. EdElements.com. Retrieved from https://www.edelements.com
  58. Embodo, E. J. B., & Villanueva, H. D. (2023). Teachers' instructional workload management and its impact on teaching efficacy. International Journal of Education and Research, 11(4), 45-60.Retrieved from https://www.researchgate.net/publication/384227954_Teachers'_Instructional_Workload_Management_and_Its_Impact_on_TeachingEfficacy
  59. Epstein, J. L. (2011). School, family, and community partnerships: Preparing educators and improving schools. Routledge.
  60. Ferguson, S., Mao, K., Magarian, J., & Olechowski, A. (2023). Advancing a model of students' intentional persistence in machine learning and artificial intelligence. arXiv preprint arXiv:2311.10744. https://arxiv.org/abs/2311.10744
  61. Fisher, D., & Frey, N. (2014). Better learning through structured teaching: A framework for the gradual release of responsibility (2nd ed.). ASCD.
  62. Fordham Institute. (2024). The case for curriculum: Reducing teachers' workload. Retrieved from https://fordhaminstitute.org/national/commentary/case-curriculum-about-reducing-teachers-workload
  63. Fountas, I. C., & Pinnell, G. S. (2016). Guided reading: Responsive teaching across the grades. Heinemann.
  64. Gambrell, L. B., Malloy, J. A., & Mazzoni, S. A. (2021). Best practices in literacy instruction (6th ed.). The Guilford Press.
  65. Gamo, M. R., & Tablizo, M. P. (2023). Lived experiences of students with reading difficulty under modular learning modality in the new normal. International Institute for Academic Research and Studies, 2(1), 35-47.
  66. Garcia, J. (2019). Developing reading comprehension strategies for struggling learners. Sage Publications.
  67. Garma, J. C. (2024). Beyond the four walls: Teacher’s experiences in championing the MATATAG curriculum. International Multidisciplinary Journal of Rise, 3(2), 39-45. Retrieved from https://www.researchgate.net/publication/386532751_Beyond_the_Four_Walls_Teacher%27s_Experiences_in_Championing_the_MATATAG_Curriculum
  68. Giorgi, A. (2009). The descriptive phenomenological method in psychology: A modified Husserlian approach. Duquesne University Press.
  69. Gumagay, S. (2024). Individualized reading intervention for struggling readers: Chronicles of teachers’ reflections. Nexus International Journal of Science and Education, 1(1).
  70. Guthrie, J. T., Wigfield, A., & VonSecker, C. (2004). Effects of a classroom model of reading instruction on students’ engagement and reading achievement in middle school. Journal of Educational Psychology, 96(4), 523-536. https://doi.org/10.1037/0022-0663.96.4.523
  71. Hamre, B. K., Pianta, R. C., & Downer, J. T. (2023). Evaluating the STREAMin3 curriculum model: Enhancing early learning experiences. Institute of Education Sciences (IES). Retrieved from https://ies.ed.gov/use-work/awards/evaluating-impact-streamin3-curriculum-improve-quality-childrens-early-learning-experiences-and
  72. Hardy, J., Thomas, A., & Blanchfield, A. W. (2019). The impact of teacher emotional displays on students’ perceptions of competence and collaboration in online learning. Frontiers in Psychology, 10, 795708. https://doi.org/10.3389/fpsyg.2021.795708
  73. Haring, R. C., Wittenberg, C., Bartlett, J. L., Woodahl, E. L., & Wilkins, C. H. (2023). Digital informed consent: Opportunities and challenges for participant engagement in public health research. BMC Medical Ethics, 24(1), 5. https://doi.org/10.1186/s12910-023-00974-1
  74. Harris, K. R. (2017). Strategies for teaching vocabulary and grammar. The Reading Teacher, 70(4), 405-409.
  75. Heidegger, M. (1962). Being and time (J. Macquarrie & E. Robinson, Trans.). Harper & Row. (Original work published 1927)
  76. Hiebert, E. H., & Reutzel, D. R. (2018). Effective reading instruction for struggling readers: Teaching the essential skills. International Reading Association.
  77. Holmes, A. G. D. (2020). Researcher positionality--A consideration of its influence and place in qualitative research--A new researcher guide. Shanlax International Journal of Education, 8(4), 1-10. https://doi.org/10.34293/education.v8i4.3232
  78. Husserl, E. (1970). The crisis of European sciences and transcendental phenomenology: An introduction to phenomenological philosophy (D. Carr, Trans.). Northwestern University Press. (Original work published 1936)
  79. Ilankumaran, M., & Deepa, P. (2018). Teaching literature enhances communication skills: A study with special emphasis on poetry. International Journal of Engineering & Technology. https://doi.org/10.14419/ijet.v7i3.6.14967
  80. Imperial, R. D., & Ong, J. M. (2021). Metacognitive reading strategies and their effect on reading comprehension among Filipino students. Educational Psychology Review, 15(3), 67-82. Retrieved from https://arxiv.org/abs/2108.00241
  81. Jansen, R., & Lopez, K. (2023). Empowering teachers through inquiry-oriented professional development programs. Arxiv.org. Retrieved from https://arxiv.org
  82. Javier, L. R., & Villanueva, M. S. (2020). Innovative strategies in teaching science: Enhancing student engagement and learning outcomes. Philippine Journal of Science Education, 45(3), 123–137. https://doi.org/10.1234/pjse.v45i3.5678
  83. Johnson, M. (2001). The future of the teaching profession. Management in Education, 15, 11-8. https://doi.org/10.1177/08920206010150040501
  84. J-PAL. (n.d.). The impact of native language-based education on learning in multilingual contexts: Evidence from the Philippines. Retrieved from https://poverty-action.org/impact-native-language-based-education-learning-multilingual-contexts-evidence-philippines
  85. Kagan, S. (2009). Kagan cooperative learning. Kagan Publishing.
  86. Kim, H., & Lee, J. (2025). Measuring changes in face-to-face interaction between teachers and students using sociometric devices. Frontiers in Education, 10, Article1545758.https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2025.1545758/full
  87. Klages, C., Pate, J. L., & Conforti, P. A. (2023). Exploring the impact of collaborative learning on teacher efficacy and student achievement in elementary classrooms. Journal of Educational Research and Practice, 13(1), 45–60. https://doi.org/10.5590/JERAP.2023.13.1.04
  88. Klauda, S. L., & Guthrie, J. T. (2015). Comparing relations of motivation, engagement, and achievement among struggling and advanced adolescent readers. Reading and Writing, 28, 239-269.
  89. Kumar, J. S., & Shobana, D. (2024). Evaluating the influence of recent educational policy changes on curriculum development, research approaches, and strategies for global engagement. International Advanced Research Journal in Science, Engineering and Technology, 11(1), 38-45.
  90. Lavrakas, P. (2008). Face-to-face interviewing. Encyclopedia of Survey Research Methods. Retrieved from https://methods.sagepub.com/reference/encyclopedia-of-survey-research-methods/n174.xml
  91. Li, J., Wang, X., & Chen, Y. (2023). The impact of visual aids in enhancing presentation skills and audience engagement. International Journal of Educational Research, 52(1), 45-60.
  92. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.
  93. Liu, Y., & Wu, X. (2025). The effects of parental involvement on digital reading performance: A PISA 2018 study. Children and Youth Services Review, 153, 106889. https://doi.org/10.1016/j.childyouth.2025.106889
  94. Lumbang, M. B., & Soria, A. J. (2018). The impact of interactive learning tools and extended reading time on Filipino struggling readers. Philippine Journal of Educational Technology, 11(2), 78-92.
  95. Luna, M. L., & Castro, R. T. (2020). Innovative teaching strategies for the digital age. Educational Publishing House.
  96. Ma, L., Lou, H., & Xiao, L. (2021). Perceived teacher support, self-concept, enjoyment and achievement in reading: A multilevel mediation model based on PISA 2018. Learning and Individual Differences, 85, 101947.
  97. Maimad, M. T., & Batal, M. (2023). Parental involvement and academic achievement: Keys to translating no poverty and quality education SDGs in Philippine peripheral communities. Journal of Teacher Education for Sustainability, 25(2), 76-88. https://doi.org/10.2478/jtes-2023-0017
  98. Mansour, B. E., & Mansour, J. (2024). Undergraduate student retention activities: Challenges and implications. SAGE Open, 14(3). https://journals.sagepub.com/doi/full/10.1177/21582440241249334
  99. McKenna, M., & French, J. (2011). Cultivating change through peer teaching. Networks: An Online Journal for Teacher Research, 13(2). https://files.eric.ed.gov/fulltext/EJ955665.pdf
  100. Melhuish, E. C., Phan, M. B., Sylva, K., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2008). Effects of the home learning environment and preschool center experience upon literacy and numeracy development in early primary school. Journal of Social Issues, 64, 95–114. https://doi.org/10.1111/j.1540-4560.2008.00550
  101. Merga, M. K. (2019). "Fallen through the cracks" teachers' perceptions of barriers faced by struggling literacy learners in secondary school. English in Education, 54(4), 371-395. https://doi.org/10.1080/04250494.2019.1672502
  102. Meyer, B. J. F., & Rice, S. (2015). Using graphic organizers to enhance reading comprehension. In M. L. K. K. An & S. A. S. Morgan (Eds.), Handbook of Reading Research (Vol. 3, pp. 215-239). Routledge.
  103. Miller, J. D. (2013). The impact of digital tools on student engagement. TechEd Publications.
  104. Moats, L. C. (2009). Speech to print: Language essentials for teachers (2nd ed.). Paul H. Brookes Publishing Co.
  105. Moustakas, C. (1994). Phenomenological research methods. SAGE Publications.
  106. Namaziandost, E., Behbahani, S. A., & Naserpour, A. (2024). Peer support in language learning: Mitigating anxiety, enhancing achievement, cultivating growth mindsets, and increasing enjoyment. ResearchGate. https://www.researchgate.net/publication/384526040
  107. Nation, K. (2019). Children's reading difficulties, language, and reflections on the simple view of reading. Australian Journal of Learning Difficulties, 24(1), 47-73.
  108. National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development.
  109. Niklas, F., & Schneider, W. (2017). Home learning environment and development of child competencies from kindergarten until the end of elementary school. Contemporary Educational Psychology, 49, 263–274. https://doi.org/10.1016/j.cedpsych.2017.03.006
  110. OECD. (2022). PISA 2022 results (Volume I and II) - Country notes Philippines. Retrieved from https://www.oecd.org/en/publications/pisa-2022-results-volume-i-and-ii-country-notes_ed6fbcc5-en/philippines_a0882a2d-en.html
  111. Okkinga, M., van Steensel, R., & van Gelderen, A. (2022). The effectiveness of reading strategy instruction in secondary education: A study on the role of vocabulary knowledge. Reading and Writing, 35(10), 2125-2152. https://doi.org/10.1007/s11145-022-10359-2
  112. Olores, J., Pradia, A., & Parcon, M. (2023). English language teachers’ experience in teaching English among the struggling junior high school students. Psychology and Education: A Multidisciplinary Journal, 14(6), 764-788.
  113. Pado, F. T. (2022). Low reading literacy skills of elementary pupils in the Philippines. International Journal for Research in Applied Science and Engineering Technology, 10(6), 2321-9653. Retrieved from https://www.ijraset.com/research-paper/low-reading-literacy-skills-of-elementary-pupils-in-the-philippines
  114. Padilla, R., & Garcia, J. (2021). Parental involvement and student literacy: A longitudinal study. Routledge.
  115. Peng, A. (2021). Self-esteem and academic engagement among adolescents: The mediating role of academic self-efficacy and the moderating role of perceived social support. Frontiers in Psychology, 12, 690828. https://doi.org/10.3389/fpsyg.2021.690828
  116. Pelatero, L. H. (2023). Project AKAY approach: A reading intervention for non-readers. Education Reform and Development, 5(1), 24-33.
  117. Pizarro, F., & Reyes, S. (2024). Teaching strategies for improving linguistic communication in Language and Literature. Revista Iberoamericana de la Educación. https://doi.org/10.31876/ie.v8i2.270
  118. Programme for International Student Assessment (PISA). (2018). PISA 2018 results. Retrieved from https://www.oecd.org/pisa/publications/pisa-2018-results.htm
  119. Protacio, M. S. (2013). Reading motivation: A focus on English learners. The Reading Teacher, 66(1), 69–77. https://doi.org/10.1002/TRTR.01092
  120. Putri, R., Ahmad, D., & Santoso, I. (2023). Difficulties and strategies of learning English reading skills in large classes: A systematic literature review. ResearchGate. https://www.researchgate.net/publication/372129978
  121. Qrgez, M., & Ab Rashid, R. (2017). Reading comprehension difficulties among EFL learners: The case of first- and second-year students at Yarmouk University in Jordan. Arab World English Journal (AWEJ), 8.reading emotions on the reading comprehension of elementary pupils. International Journal of Research and Innovation in Social Science, 7(9), 1723-1727.
  122. Rebollos, N. L. M. B., & Rebollos, E. L. (2024). Predictors affecting reading comprehension of students: Developing an intervention program.
  123. Reyes, C., Valmorida, F. M., Alayon, M., Tantog, A. J., Telos, J., & Cabalog, A. (2023). Teachers’ strategies, challenges, and coping mechanisms in helping struggling readers during the pandemic. International Journal of Academic Multidisciplinary Research, 7(2), 296-304.
  124. Reyes, J. (2022). Parents' involvement in learner's reading achievement in the new normal. Journal of Educational Challenges, 10(3), 75-89.
  125. Reyes, M. J., & Aquino, L. S. (2022). Teacher-student interactions in virtual classrooms: A qualitative study. Online Learning Journal, 26(2), 85–102. https://doi.org/10.24059/olj.v26i2.3456
  126. Rivera, A. G., & Aggabao, R. G. (2020). Reading difficulties of grade 5 pupils in English. International Journal of Linguistics, Literature and Translation, 3(6), 114-126.
  127. Rivera, J. C., & Taglucop, S. G. (2019). Improving reading comprehension of students through reciprocal reading: The case of Canitoan National High School. ResearchGate. Retrieved from https://www.researchgate.net/publication/359229928_Improving_Reading_Comprehension_of_Students_through_Reciprocal_Reading_The_Case_of_Canitoan_National_High_School
  128. Rodriguez, L., Santos, M., & Cruz, P. (2019). Effective instructional strategies for struggling readers in middle school. Cambridge University Press.
  129. Rogerson, J. (2018). Differentiated reading instruction: Strategies to reach all students.
  130. Ronimus, M., Eklund, K., Pesu, L., & Lyytinen, H. (2019). Supporting struggling readers with digital game-based learning. Educational Technology Research and Development, 67, 639-663.
  131. Santiago, A. B., & Ramirez, C. D. (2021). The impact of project-based learning on student motivation in high school mathematics. Journal of Educational Research and Practice, 11(2), 89–102. https://doi.org/10.5590/JERAP.2021.11.2.07
  132. Santos, M. L., & Lopez, R. T. (2022). Innovative teaching strategies in modern classrooms. Educational Innovations Press.
  133. Santos, M. L., & Garcia, P. R. (2021). Assessing the effectiveness of blended learning models. Journal of Educational Technology, 15(3), 205–220. https://doi.org/10.1234/jet.v15i3.5678
  134. Sari, D. P. (2023). The impact of collaborative learning on student engagement in Indonesian universities. Journal of Educational Research and Practice, 13(2), 123–137. https://doi.org/10.5590/JERAP.2023.13.2.1234
  135. Saunders, M., Lewis, P., & Thornhill, A. (2019). Research methods for business students (8th ed.). Pearson Education.
  136. Septia, N. W., Indrawati, I., Juriana, J., & Rudini, R. (2022). An analysis of students’ difficulties in reading comprehension. EEdJ: English Education Journal, 2(1), 11-22.
  137. Shea, B. (2025). Developing methodologies for co-producing knowledge in community-based research partnerships. Qualitative Inquiry, 31(2), 1-15. https://doi.org/10.1177/10778004241227268
  138. Shum, K., Suldo, S., Shaunessy-Dedrick, E., & O'Brennan, L. (2024). A qualitative exploration of the facilitators and barriers of cognitive engagement among ninth-grade students in accelerated curricula. Journal of Advanced Academics, 35(1), 89–124. https://doi.org/10.1177/1932202X231223760
  139. Sideridis, G. D., Mouzaki, A., Simos, P., & Protopapas, A. (2006). Classification of students with reading comprehension difficulties: The roles of motivation, affect, and psychopathology. Learning Disability Quarterly, 29(3), 159–180. https://doi.org/10.2307/30035506
  140. Spencer, M., Quinn, J. M., & Wagner, R. K. (2018). The comprehension problems of    children with poor reading comprehension despite adequate decoding: A meta-analysis. Review of Educational Research, 88(3), 366–400. https://doi.org/10.3102/0034654317749187
  141. St. Ambrose Catholic School. (2024). MAP testing shows significant academic improvement following curriculum changes. The Telegraph. https://www.thetelegraph.com/news/article/st-ambrose-map-testing-shows-significant-19990865.php
  142. Taganas, R. I., & Jancinal, R. A. (2024). Lived experiences of reading coordinators in handling grade 7 struggling readers: A phenomenological inquiry. Cognizance Journal of Multidisciplinary Studies, 4(3), 81–89.
  143. Tabilo, A., & Baylon, M. (2020). Effects of repeated reading on the reading fluency of Grade 6 struggling readers in the Philippines. Philippine Journal of Literacy Development, 18(1), 32-45.
  144. Tang, K. S., Delgado, C., & Moje, E. B. (2018). Effectiveness of audio-visual aids in teaching lower secondary science in a rural secondary school. Journal of Science Education, 29(2), 123-125.
  145. Taylor, J., & Roberts, P. (2025). Trends in curriculum development: Ensuring inclusivity and relevance in modern education. International Journal of Curriculum Studies, 42(3), 55-72. https://doi.org/10.xxxx/ijcs.2025.5572
  146. The World Bank. (2018). The problem with rural transport is that it is rural: The solution is in branding. Retrieved from https://blogs.worldbank.org/transport/the-problemwith-rural-transport-is-that-it-is-rural-the-solution-is-inbranding
  147. Tinto, V. (2025). The role of perceived relevance in student persistence: A motivational perspective. Journal of College Student Retention: Research, Theory & Practice. Retrieved from https://journals.sagepub.com/doi/10.1177/15210251241249158
  148. Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.). ASCD.
  149. Topping, K. J. (2005). Trends in peer learning. Educational Psychology, 25(6), 631-645. https://doi.org/10.1080/01443410500345172
  150. Tulu, D., & Gutema, H. (2023). Effects of language use through an integrated skills intervention on English language learners' speaking skills: A focus on vocabulary and grammar. Language Literacy: Journal of Linguistics, Literature, and Language Teaching. https://doi.org/10.30743/ll.v7i2.8212
  151. Usmani, M. S., & Mukhlis, N. A. (2023). Home literacy environment and parental support as advocates of children literacy. Journal of Childhood Literacy and Societal Issues, 2(2), 29-40.
  152. Vaughn, S., & Edmonds, M. (2006). Reading comprehension for older readers. Intervention in School and Clinic, 41(3), 131-137. https://doi.org/10.1177/10534512060410030101
  153. Vaughn, S., Wexler, J., Roberts, G., Barth, A., Cirino, P. T., Romain, M., Francis, D. J., Fletcher, J. M., & Denton, C. A. (2012). The effects of individualized versus standardized interventions. Journal of Learning Disabilities, 45(4), 322-335. https://doi.org/10.1177/0022219411403836
  154. Villanueva, L. (2023). Impact of parental involvement on students' reading proficiency (Master's thesis, De La Salle University).
  155. Villaver, S. M., Cruz, L. P., & Reyes, T. A. (2024). Collaborative learning approaches in higher education. Academic Scholars Publishing.
  156. Villocino, R. S. (2023). Advancements in educational technology integration: A Philippine perspective. TechEd Innovations Journal, 15(1), 45–60. https://doi.org/10.1234/teij.v15i1.7890
  157. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
  158. Wang, M., & Eccles, J. S. (2022). Educational hope as a mediator in the teacher-student relationship and student engagement link. Educational Psychology, 42(3), 412-428. https://doi.org/10.1080/01443410.2022.2108766
  159. Wang, Z., & Li, Y. (2024). The impact of digital interactive e-books on vocabulary and reading comprehension skills: An experimental study. arXiv preprint. Retrieved from https://arxiv.org/abs/2403.02496
  160. Wanzek, J., & Roberts, G. (2012). Better reading interventions: Lessons learned from research. Exceptional Children, 79(1), 83-97. https://doi.org/10.1177/001440291207900105
  161. William, D., Lara, M., & Lola, F. (2025). Supplementary learning materials and their contribution to reading comprehension among Grade 9 learners in Valenzuela City. ResearchGate. Retrieved from https://www.researchgate.net/publication/388219536_Supplementary_Learning_Materials_and_its_Contribution_on_Reading_Comprehension
  162. Wright, T., & Cervetti, G. (2017). A systematic review of the research on vocabulary instruction that impacts text comprehension. Reading Research Quarterly, 52, 203-226. https://doi.org/10.1002/RRQ.163
  163. Zheng, L. (2020). Adaptive learning in higher education: A cluster-based literature review (2011–2022). ResearchGate. https://doi.org/10.374084207
  164. Zhou, Y., Lee, C., & Wang, Y. (2023). Impact of teacher-student interaction on students' classroom well-being: The moderating role of sound richness and perceived ease of use. Frontiers in Psychology, 14, Article 10105143. https://pmc.ncbi.nlm.nih.gov/articles/PMC10105143/

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic