Enhancing the Literacy Skills of K–3 Learners with Suspected Learning Disability in a Childcare and Development Center in Las Piñas City

Research Paper (postgraduate) , 2025 , 33 Pages , Grade: 1.00

Psychology - Intelligence and Learning Psychology

This study explored the effectiveness of culturally responsive and multisensory literacy interventions for K–3 learners with suspected learning disabilities (LDs) in a resource-limited Childcare and Development Center in Las Piñas City. A total of 10 learners participated in a structured intervention program that integrated localized reading materials, multisensory phonics instruction, AI-powered literacy tools, dialogic reading strategies, and home-based literacy kits supported by parent coaching. Data were collected through pre- and post-assessments, teacher observations, and family feedback over a multi-month period.

Findings revealed that localized and culturally relevant materials were the most impactful, with 100% of learners showing increased reading engagement, comprehension, and vocabulary recall. Multisensory phonics instruction led to a 90% improvement in phonemic awareness and decoding skills, while technology-based tools enhanced fluency and sight word recognition in 80% of the participants. Family involvement emerged as a critical factor, with learners whose parents engaged in weekly literacy routines showing greater gains in fluency and motivation. Dialogic reading improved expressive language and oral comprehension for 70% of learners. Additionally, all participants demonstrated measurable progress in reading comprehension, decoding, and vocabulary acquisition following the intervention.

Despite resource constraints, the study highlighted the importance of teacher creativity, inclusive instruction, and school-community collaboration. Opportunities such as teacher adaptability, strong parent engagement, and learner enthusiasm counterbalanced challenges like limited materials, lack of SPED-trained staff, and minimal access to technology. The findings underscore the potential of localized, multimodal, and family-supported literacy interventions in improving early reading outcomes for learners with LDs in low-resource private educational setting

• College: Polytechnic University (of the Philippines)
• Course: Master in Educational Management Major in Special Education
• Grade: 1.00
• Author: Josephine P. Manapsal (Author)
• Publication Year: 2025
• Pages: 33
• Catalog Number: V1661926
• ISBN (PDF): 9783389160442
• ISBN (Book): 9783389160459
• Language: English
• Tags: learning disabilities, K–3 learners, multisensory phonics, localized reading materials, culturally relevant instruction, AI-assisted learning, dialogic reading, parent involvement, inclusive education, resource-limited settings, reading comprehension, teacher-family collaboration, early childhood education