Early Intervention Programs for Supporting Non-readers
DOI:
https://doi.org/10.58429/pgjsrt.v5n2a228Keywords:
comprehension, early intervention, literacy development, non-readers, reading fluencyAbstract
This mixed-methods study examined the implementation and effectiveness of early intervention reading programs for 66 Grade 4–6 non-readers at Ani-e Elementary School, Calatrava District 1, Negros Occidental, Philippines. Qualitative data were gathered through semi-structured interviews with five educators, while quantitative data were collected via researcher-validated questionnaires and the Philippine Informal Reading Inventory (Phil-IRI). Findings revealed that Ani-e Elementary School implements structured early intervention programs, including Read and Succeed and Project E-RENE, using explicit phonics instruction, multisensory approaches, differentiated instruction, and peer-assisted learning. Program resources and support were rated as highly adequate (composite mean = 4.48, very great extent), with strong administrative backing and well-developed assessment tools. Learners demonstrated significant progress in word reading (M = 91.70, instructional level) and reading comprehension (M = 62.23, instructional level), with no significant differences across grade levels (word reading: p = 0.271; comprehension: p = 0.070). However, a highly significant difference was found between word reading and comprehension gains (p = 0.000), indicating that learners made substantially greater progress in decoding than in comprehension. While the programs effectively addressed foundational literacy skills, recommendations include enhanced comprehension strategies, improved cultural relevance of materials, expanded technical support, optimized learning environments, and strengthened ongoing assessment practices. This study provided evidence-based insights to sustain and improve early intervention reading programs in Philippine elementary schools. Overall, the study concluded that while Early Intervention Reading Programs were effective in improving foundational literacy skills, their impact was moderated by learner engagement and contextual factors. Strengthening individualized support, motivation strategies, and home-school collaboration was recommended to enhance program effectiveness further and sustain literacy development among struggling readers.
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