Reading Intervention Activities of Public Elementary School Teachers in District III, San Carlos City Division

Abstract

Effective reading instruction in early childhood education is critical for developing foundational literacy skills that support long-term academic success. This study explored the extent of utilization of reading intervention activities among Grade 2 teachers in public elementary schools of District III, San Carlos City Division for the School Year 2024–2025. Recognizing the importance of early literacy development, the study aimed to assess how frequently and effectively teachers applied intervention strategies such as repeated reading, reconciled reading, group story mapping, and story grammar training. Using a descriptive research design, data were collected from 34 teachers and 17 school heads through a validated questionnaire. The results revealed that reading intervention activities were moderately utilized, indicating that while these strategies were practiced, there remains a need for more consistent and effective implementation. Both teachers and school heads shared similar perceptions, suggesting alignment in their understanding and observation of instructional practices. Challenges encountered by teachers were also rated moderately serious, highlighting the need for professional support and resources. The study concluded that strengthening the utilization of reading intervention activities can enhance learners’ reading performance, comprehension skills, and overall academic outcomes.