ABSTRACT
The study aimed to determine the teachers’ and parents’ reading interventions for learners’ literacy improvement in private schools as a basis for a sustainability program in one school district in the First Congressional District of Iloilo during the school year 2025–2026. Employing a qualitative research method through in-depth interviews, the study utilized ten (10) respondents that included teachers and parents from five private schools, with one teacher and one parent from each school. Teachers’ interventions included guided reading and phonics, reading tutorials and one-on-one support, and diagnostic assessment. Parents supported literacy through daily reading at home, interactive strategies, and rewarding reading efforts.
Teachers faced challenges such as diverse reading levels, limited time, and short attention spans, while parents encountered time management issues, attention difficulties, and low motivation. To address these, teachers applied differentiated instruction, learner engagement, and parent collaboration, while parents scheduled reading time, made reading enjoyable, and built motivation.
Keywords: Teachers, Parents, Reading Intervention, Literacy Improvement, Private Schools
INTRODUCTION
Reading is a fundamental literacy skill that enables individuals to decode written symbols, construct meaning, and interact critically with text. It is not merely a basic academic requirement but a lifelong cognitive process essential for learning, communication, and participation in society. Reading involves complex cognitive processes that integrate word recognition, language comprehension, and background knowledge to make sense of written material (Duke & Cartwright, 2021).
In the 21st century, reading has evolved beyond traditional printed texts to include digital literacy, which requires skills in navigating online texts, evaluating sources, and integrating information from multiple media formats (Leu et al., 2022).
Reading is therefore both a cognitive and social practice that requires support from schools, families, and communities. Research stresses that learners develop stronger reading skills when instructional programs are reinforced through home literacy practices and access to meaningful reading experiences (Sonnenschein & Galindo, 2021).
Reading intervention is crucial because early reading difficulties, if not addressed, can persist and negatively affect learning across all subject areas (Kim, 2020).
Structured reading practice and progress monitoring as part of interventions have been shown to greatly improve reading fluency and comprehension in elementary school students who are having trouble with reading (Stevens et al., 2021). Furthermore, reading intervention is most efficacious when underpinned by evidence-based frameworks such as Response to Intervention.
Reading intervention programs are most effective when implemented collaboratively. Teachers play a critical role in identifying students’ reading difficulties, providing targeted instruction, and monitoring progress. Meanwhile, parents complement these efforts by fostering a supportive home literacy environment through shared reading, guided practice, and encouragement (Kikas et al., 2020).
Recent studies highlight that learner exposed to consistent literacy experiences at both home and school demonstrate greater fluency, comprehension, and positive attitudes toward reading (Wasik & Hindman, 2020).
In private schools, where parents often have more opportunities to participate in their children’s education, effective collaboration can maximize reading outcomes. Teachers’ professional expertise and parents’ daily involvement together create a consistent literacy environment that supports learners’ continuous reading development (Zulauf-McCurdy et al., 2024).
Therefore, fostering strong teacher–parent collaboration is essential for effective reading intervention and for ensuring every learner achieves literacy proficiency.
Due to these observations, the researcher determined the teachers and parents’ reading intervention on learners’ literacy improvement in private schools as basis for sustainability program, in the Schools District of Guimbal during the school year 2025-2026.
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