ABSTRACT
This qualitative study aimed to determine the challenges and coping strategies of teachers teaching reading to multi-grade classes in the island schools: bases for intervention program. This study used qualitative method using in-depth interview and phenomenological design. The researcher-made interview schedule was the instrument used to gather data. Audio and video recorders were also used for data gathering and documentation. It was found out that some of the challenges and coping strategies of teachers teaching reading to multi-grade include different reading levels, preparation of different lesson plans, time constraints, lack of training, lack of reading materials. While the coping strategies made by teachers on the challenges encountered by teachers in teaching reading to multi-grade classes by applying differentiated instruction, encouraging peer tutoring, creating and providing reading materials, collaborating with parents and colleagues, attending training opportunities, and encouraging group learning.
Keywords: Challenges and Coping Strategies of Teachers, Teaching Reading, Multigrade Classes, Island Schools
INTRODUCTION
Teaching reading in a multigrade class is not an easy task for a teacher who needs assessment tools, appropriate resources, instructional strategies, and training.
Developing individualized learning plans and modifying assessments for students at different reading levels is a demanding process. Teachers are expected to monitor student progress continuously and adjust instruction based on assessment data. However, many educators lack the training or support to use assessment data effectively for differentiation, leading to inconsistent implementation of individualized plans (Manivannan & Nor, 2020).
Teachers in multigrade classrooms must select and modify reading materials to suit a broad range of reading abilities and grade-level expectations. The process of sourcing, adapting, and differentiating texts is time-consuming and often hampered by limited resources. Teachers frequently struggle to provide appropriate reading materials for all learners, especially when school funding does not support the acquisition of leveled texts or when resources are scarce. This challenge is compounded by the need to align instruction with multiple curricula simultaneously (Ares-Ferreiros et al., 2025).
Implementing differentiated instructional strategies—such as flexible grouping, peer teaching, and scaffolded tasks—requires advanced classroom management skills and a deep understanding of student needs. Teachers often resort to mixed-ability grouping and may "downgrade" lessons to accommodate struggling readers, which can limit opportunities for advanced learners (Ziernwald et al., 2022). Effective differentiation involves not only varying the complexity of texts and tasks but also creating a supportive learning environment that fosters engagement for all students (Magableh & Abdullah, 2021).
Successful implementation of differentiated reading instruction in multigrade classrooms requires more than individual teacher effort; it depends on institutional support, including access to resources, time for planning, and a collaborative school culture. Studies highlight that school leadership, policy mandates, and a professional culture of collaboration significantly influence teachers' ability to differentiate instruction. Inadequate support systems can exacerbate the challenges teachers face, leading to frustration and reduced efficacy (Ares-Ferreiros et al., 2025).
Many multigrade teachers need more support and program intervention for them to work effectively as expected.
see PDF attachment for more information