Bridging the Gap: Strategies and Challenges in Supporting Struggling Readers in English

This qualitative phenomenological study explored the experiences, instructional strategies, and challenges of English teachers in supporting struggling readers in secondary schools in the Sta. Magdalena District, Sorsogon. Data were gathered from 17 English teachers through interviews, focus group discussions, and document analysis. Findings revealed the use of varied strategies such as phonics-based instruction, scaffolding, guided and shared reading, peer tutoring, vocabulary development, contextualized texts, and technology-assisted interventions. Differentiated instruction and culturally relevant materials were found to be effective in engaging struggling readers. However, teachers encountered challenges including low reading comprehension and motivation, large class sizes, limited instructional time, insufficient resources, and inconsistent policy implementation, compounded by inadequate professional development. Despite these constraints, teacher collaboration and administrative support fostered instructional innovation. A six-pillar intervention framework was proposed, emphasizing differentiated instruction, explicit phonics and vocabulary instruction, contextualized texts, technology integration, family and community engagement, and institutional support. The study underscores the need for both instructional and systemic approaches to improve literacy outcomes in resource-limited secondary schools.