Multi-Sensory and Guided Reading Instructions Toward Improved Reading Skills of Learners in Selected Schools of District 9 SDO Batangas City

Abstract

In response to the urgent need to strengthen literacy foundations among Grade 1 learners, this study examined the effectiveness of multi-sensory and guided reading instruction in selected elementary schools of District IX, SDO Batangas City during School Year 2025–2026. Using a quantitative research design, data were gathered via a researcher-developed survey questionnaire administered to a random sample of 50 Grade 1 learners.

Results revealed that respondents strongly agreed (mean = 3.56) that multi-sensory and guided reading sessions were consistently used in teaching reading. Learners demonstrated high proficiency in reading, with the combined strategies proving very helpful in enhancing reading skills (mean = 3.53). Despite these gains, slow reading fluency emerged as a major difficulty.

To address this, the study proposes Project REDSENSE: Reading Enhancement through Directed Sensory-Engaged Nurturing Strategic Education, which integrates guided instruction with multi-sensory approaches to strengthen reading proficiency further. Teachers are encouraged to embed multi-sensory strategies daily to reinforce letter-sound recognition, implement guided reading sessions regularly to improve comprehension and fluency, and design differentiated activities to meet diverse sensory and learning needs. Vocabulary development may be enriched through contextual speaking and writing tasks, while continuous assessment and feedback should be employed to monitor progress and refine instruction.