The Imperative of Inclusive Literacy: Teachers Lived Experiences Fostering Struggling Readers Through the Lens of No Child Left Behind
DOI:
https://doi.org/10.67167/vertex.722Keywords:
inclusive literacy, literacy intervention, no child left behind, struggling readers, teachers lived experiencesAbstract
This study explored the lived experiences of elementary teachers in supporting struggling readers within the context of inclusive literacy and examined the challenges they encountered and the instructional practices they employed to foster reading development. Using a qualitative phenomenological research design, the study captured teachers' perspectives on delivering responsive literacy instruction while addressing the diverse needs of learners experiencing reading difficulties. Data were collected through semi-structured interviews with six purposively selected Grade 1–6 teachers from Las Navas Elementary School during the School Year 2025–2026. The interview transcripts were analyzed using Braun and Clarke's thematic analysis to identify recurring patterns across participants' experiences. The findings revealed that teachers' efforts to support struggling readers were influenced by multiple instructional, contextual, and institutional factors. Participants described challenges associated with limited instructional resources, diverse learner needs, heavy teaching responsibilities, home and environmental constraints, and insufficient parental involvement, all of which affected the implementation of individualized reading support. Despite these challenges, teachers demonstrated instructional adaptability by employing explicit phonics instruction, guided and small-group reading, differentiated instruction, scaffolding, modified learning materials, continuous progress monitoring, and positive reinforcement to enhance learners' reading competence and confidence. Collaboration with parents, colleagues, and other stakeholders also emerged as an important component of sustaining literacy interventions. The findings underscore that fostering struggling readers requires not only evidence-based instructional practices but also supportive learning environments and collaborative efforts that address the broader conditions influencing literacy development. The study provides insights that may guide teacher professional development, strengthen school-based reading intervention initiatives, and inform policies aimed at promoting equitable and inclusive literacy education.
Downloads
References
Alcayde, K. P., & Basilan, M. L. J. (2023). Teachers’ Perceptions of the Challenges and Strategies in Supporting Students with Reading Difficulties. Journal of Contemporary Educational Research, 8(8). https://doi.org/10.26689/jcer.v8i8.7580
Anderson, S., Jungjohann, J., & Gebhardt, M. (2020). Effects of using curriculum-based measurement (CBM) for progress monitoring in reading and an additive reading intervention in primary school. Zeitschrift für Grundschulforschung, 13, 151–166. https://doi.org/10.1007/s42278-019-00072-5
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Dinoro, A., Semilla, J.-R., Dangdang, G., Fajardo, M. F., Beldad, E., Dominguez, E., Grageda, C., & Tero, J. (2023). Assessment of the Reading Strategies in the Philippine Basic Education. Asia Research Network Journal of Education, 3(2), 59–73.
Donegan, R. E., & Wanzek, J. (2021). Effects of reading interventions implemented for upper elementary struggling readers: A look at recent research. Reading and Writing, 34(8), 1943–1977. https://doi.org/10.1007/s11145-021-10123-y
Eikeland, I., & Ohna, S. E. (2022). Differentiation in education: A configurative review. Nordic Journal of Studies in Educational Policy, 8(3), 157–170. https://doi.org/10.1080/20020317.2022.2039351
Johnson, R. M., Hart, S. A., & Wagner, R. K. (2025). The home literacy environment and reading development of children with and without learning disabilities. Developmental Science, 28(4), e70033. https://doi.org/10.1111/desc.70033
Jufrianto, M., Rahyuni, R., Gaffar, S., Akbal, F. A., Pratama, A. P., & Amir, A. S. (2023). Differentiated instruction in improving senior high school students’ reading comprehension level. Journal of Learning and Development Studies, 3(2), 1–9. https://doi.org/10.32996/jlds.2023.3.2.1
Lemons, C. J., et al. (2025). Teachers’ self-reported knowledge and perceptions of intensive reading interventions. Reading and Writing. https://doi.org/10.1007/s11145-025-10650-y
Neuman, S. B., Celano, D., & Portillo, M. (2021). Getting books in children’s hands: Creating a citywide book distribution policy using a mixed-methods geospatial approach. American Educational Research Journal, 58(4), 815–849. https://doi.org/10.3102/0002831221993834
Pelletier, D., Gilbert, W., Guay, F., & Falardeau, É. (2022). Teachers, parents and peers support in reading predicting changes in reading motivation among fourth to sixth graders: A systematic literature review. Reading Psychology, 43(5–6), 317–356. https://doi.org/10.1080/02702711.2022.2106332
Pennington, S. E., Tang, J. H., Divoll, K., & Correll, P. (2024). A scoping literature review on parent interactions with teachers and school environments at the middle level. Education Sciences, 14(12), Article 1364. https://doi.org/10.3390/educsci14121364
Puzio, K., Colby, G. T., & Algeo-Nichols, D. (2020). Differentiated literacy instruction: Boondoggle or best practice? Review of Educational Research, 90(4), 459–498. https://doi.org/10.3102/0034654320933536
Sayman, R. B., Basoc, M. G. S., & Ricaforte, R. M. (2025). The influence of professional development training and classroom size on the effectiveness of teaching practices in inclusive education. International Journal of Research and Innovation in Social Science, 9(6), 4601–4607. https://dx.doi.org/10.47772/IJRISS.2025.906000349
Scull, J., & Lyons, D. (2024). Teaching phonics in context—Stories of teachers’ practice and students’ outcomes. The Australian Journal of Language and Literacy, 47, 181–201. https://doi.org/10.1007/s44020-024-00058-6
United Nations Educational, Scientific and Cultural Organization. (2021). Reimagining our futures together: A new social contract for education. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000379381
Vermeulen, S. J., Park, T., Khoury, C. K., & Béné, C. (2020). Changing diets and the transformation of the global food system. Annals of the New York Academy of Sciences, 1478(1), 3–17. https://doi.org/10.1111/nyas.14446
Washburn, E. K., & Pierce, A. (2025). Teaching older struggling readers: Novice 4–12th general and special education teachers’ knowledge of foundational reading skills. Education Sciences, 15(6), 745. https://doi.org/10.3390/educsci15060745
Wu, Q., & Hindman, A. H. (2024). The relations between parents’ beliefs, parents’ home reading practices, and their children’s literacy development in kindergarten. Child & Youth Care Forum, 54(2), 187–205. https://doi.org/10.1007/s10566-024-09813-9
Zee, M., Rudasill, K. M., & Bosman, R. J. (2021). A cross-lagged study of students’ motivation, academic achievement, and relationships with teachers from kindergarten to 6th grade. Journal of Educational Psychology, 113(6), 1208–1226. https://doi.org/10.1037/edu0000574
Downloads
Published
Issue
Section
License
Copyright (c) 2026 The International Review of Multidisciplinary Research
This work is licensed under a Creative Commons Attribution 4.0 International License.
