top of page
Published in
Academic Frontiers
Challenges in Teaching Reading: Basis for Design and Development of Teaching Guide for Primary Learners
Academic Frontiers, 2(6), 36-50, ISSN: 3082-4400, 2026.
Recommended Citation:
Ramirez, J. V., & Velarde, V. E. (2026). Challenges in Teaching Reading: Basis for Design and Development of Teaching Guide for Primary Learners. Academic Frontiers, 2(6), 36–50. https://doi.org/10.5281/zenodo.20723203
Author(s)
Ramirez, Jesamutia V., Velarde, Vanissa E.
Abstract
This study focused on the Challenges in Teaching Reading as the basis for Design and Development of Teaching Guide for Primary Learners intended for inclusive classrooms in San Isidro District, Surigao del Norte. Specifically, the study aimed to determine the reading profile of Grades 1–3 learners based on the Comprehensive Rapid Literacy Assessment (CRLA) results, identify the challenges faced by teachers in teaching reading, design and develop a responsive teaching guide in reading, evaluate its level of acceptability in terms of content, format, presentation and organization, and accuracy and up-to-datedness of information, and identify improvements incorporated into the designed and developed material. The study utilized a developmental research design supported by qualitative and descriptive approaches. CRLA results and teacher interviews served as the basis for the design and development of the teaching guide. Findings revealed that learners demonstrated varying reading proficiency levels, with many experiencing difficulties in vocabulary knowledge and reading comprehension. Teachers also encountered challenges related to diverse learner needs, lack of instructional materials, limited technological support, and insufficient professional training. In response, a Teaching Guide in Reading for Primary Learners was developed, focusing on word form, meaning, and usage through differentiated and inclusive strategies, including guided reading, visual aids, games, collaboration, peer tutoring, and Universal Design for Learning (UDL) principles. The designed and developed guide obtained a “Very Satisfactory” level of acceptability in all evaluated areas. Improvements such as additional visual aids, vocabulary activities, and research-based references were incorporated to further strengthen the guide. The study concluded that the teaching guide is a practical, inclusive, and evidence-based instructional material that supports vocabulary development and reading comprehension among primary learners.
Keywords
Teaching Guide in Reading, primary learners, vocabulary development, reading comprehension, inclusive education
bottom of page