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
ENHANCING THE LITERACY SKILLS OF K-3 LEARNERS WITH SUSPECTED LEARNING DISABILITY IN A CHILDCARE AND DEVELOPMENT CENTER IN LAS PINAS CITY
Josephine P. Manapsal, Ph.D, RPsy, LPT, CHRA
Introduction
Reading and writing are foundational skills essential for a child’s academic success and lifelong learning. For children in the early grades (K-3), the development of literacy is not only critical for future learning but also predictive of their academic trajectory (Can Ya§a & Çiyiltepe, 2024). However, a growing number of pupils exhibit learning difficulties in these areas, particularly those with learning disability (LDs), such as dyslexia, developmental language disorder (DLD), and speech sound disorders (SSD). These challenges often remain unrecognized or misunderstood in early childhood education, especially in private institutions that may lack specialized resources or training for early intervention.
In a Childcare and Development Center, several K-3 learners have been identified as struggling with reading comprehension, spelling, and basic writing mechanics. These difficulties have adversely affected their academic performance and classroom engagement. The institution currently lacks a structured intervention program tailored to the needs of children with reading and writing disability. While teachers employ general remediation strategies, these are not always effective in addressing the unique challenges faced by learners with LDs.
Recent research suggests that early and targeted interventions significantly improve literacy outcomes for children with LDs. For instance, multisensory strategies such as proprioceptive and rhythm-based interventions have been found effective in enhancing decoding and fluency (Gérard et al., 2023; Caccia et al., 2023). Similarly, inclusive practices like Dialogic Literary Gatherings (DLGs) and the use of educational technology such as serious games and AI-assisted tools have shown promise in increasing motivation, reading accuracy, and comprehension (Leon-Jiménez & Aubert, 2024; Marinelli et al., 2023; Shon et al., 2024). Moreover, family involvement and teacher collaboration are critical components of successful literacy interventions (Grigorenko et al., 2024; Fitrya, 2022).
In the Philippine context, studies have also underscored the benefits of using localized materials and phonics-based programs in early literacy development (Anulao & Dela Cruz, 2022; Shofiah & Putera, 2023). Despite these promising findings, there is still a lack of implementation and documentation of such strategies in many private childcare settings. This gap necessitates an action research initiative aimed at exploring and addressing the literacy needs of children with learning disability in early grades.
Despite the increasing volume of international research on early literacy interventions for learners with learning disability (LDs), there remains a significant lack of localized, context-specific studies within private early childhood education settings in the Philippines. While evidence supports the efficacy of phonics-based and multisensory strategies in improving reading and writing outcomes (Caccia et al., 2023; Gérard et al., 2023), few studies have explored how these interventions can be adapted and implemented effectively in a Childcare and Development Center. This presents a gap in understanding how resource limitations, teacher preparedness, and classroom contexts influence the success of such interventions in non-public educational settings.
Furthermore, existing interventions often do not consider the intersection of language diversity and learning disability, especially in multilingual settings such as the Philippines. Learners in K-3 classrooms may be developing proficiency in more than one language, which can complicate the identification and support of LDs (Anulao & Dela Cruz, 2022). While there is some acknowledgment of this challenge in national studies, there is limited documentation on how localized instructional materials, such as mother tongue-based resources or culturally relevant texts, can support early literacy among children with LDs in private childcare environments. This indicates a need for research that investigates the impact of integrating local languages and cultural context into literacy interventions.
Another notable gap lies in the limited evaluation of collaborative frameworks involving teachers, families, and specialists in private early education. Research has shown that family engagement and interdisciplinary collaboration can significantly enhance literacy outcomes for learners with LDs (Grigorenko et al., 2024; Fitrya, 2022), yet most studies focus on public schools or government programs. Private institutions often operate under different constraints, such as limited access to special education professionals and standardized training. There is a lack of empirical data examining how family-school partnerships and professional development initiatives might be designed and sustained in these settings to support literacy interventions for struggling learners.
Moreover, although recent innovations—such as serious educational games and AI-driven tools—have demonstrated positive results in engaging young learners with LDs (Leon-Jimenez & Aubert, 2024; Shon et al., 2024), their accessibility and practical implementation in Philippine private preschools remain underexplored. Questions remain about the digital literacy of teachers, availability of devices, and alignment of technologybased tools with the learning needs of children in early grades. Without research on the feasibility, usability, and effectiveness of these tools in low-resource private settings, their potential remains largely untapped.
Finally, there is a methodological gap in the documentation of action research conducted within early childhood institutions. Action research allows for context-sensitive, practice-based inquiry that can address real-time classroom challenges (Marinelli et al., 2023). However, few published studies showcase how Filipino educators or administrators in private institutions have used this method to address literacy issues among children with LDs. Bridging this gap is essential to generate locally relevant solutions and empower educators to become agents of change in their own settings.
This study, therefore, seeks to investigate and implement appropriate intervention strategies to support K-3 learners in a Childcare and Development Center who exhibit reading and writing disability. The research aims to identify effective, context-based practices that can be integrated into classroom instruction, with the goal of improving the literacy skills and academic confidence of these young learners.
Research Questions
1. What literacy intervention strategies can be effectively implemented to improve the reading and writing skills of K-3 learners with suspected learning disability in a Childcare and Development Center?
2. How does the integration of localized and culturally relevant instructional materials influence the literacy development of K-3 learners with suspected learning disability in this setting?
3. In what ways can teacher-family collaboration be developed and utilized to support literacy improvement among learners with suspected learning disability in a Childcare and Development Center?
4. What impact do multisensory and technology-assisted literacy interventions have on the decoding, fluency, and comprehension skills of K-3 learners with suspected learning disability during the intervention process?
5. What challenges and opportunities arise during the implementation of literacy interventions in a resource-limited private early childhood education context ?
Conceptual Framework
Illustrations are not included in the reading sample
Literature review
Reading and writing difficulties in early childhood education, particularly among children with learning disability (LDs), have garnered increased attention in recent years. Early identification remains a central theme in contemporary studies. Can Ya§a and Çiyiltepe (2024) found that early literacy predictors, such as name writing, alphabet knowledge, and phonological awareness, significantly impact later reading outcomes in children with Developmental Language Disorder (DLD). This supports the need for early screening and targeted interventions during the K-3 years.
The effectiveness of multisensory interventions has also been highlighted in recent research. A randomized controlled study by Gérard et al. (2023) demonstrated that proprioceptive stimulation combined with speech therapy significantly improved reading fluency in children with dyslexia. Similarly, Caccia et al. (2023) found that rhythm training using the Mila-Learn device enhanced phonological decoding and word recognition among children with specific reading disorders.
Emerging technologies are increasingly used to support learners with reading difficulties. Marinelli et al. (2023) conducted a systematic review and found that serious games targeting phonics, vocabulary, and comprehension had positive effects on literacy acquisition. These tools are not only engaging but also adaptable to learners' individual needs. Likewise, the Let AI Read First (LARF) tool developed by Shon et al. (2024) used large language models to annotate text and significantly improved reading comprehension in users with dyslexia.
Inclusive classroom practices, especially those that encourage dialogic learning, have proven beneficial. In a study conducted in Spain, Leon-Jiménez and Aubert (2024) observed that Dialogic Literary Gatherings (DLGs) improved reading comprehension, vocabulary, and motivation among second-grade students, including those with special educational needs. The authors also emphasized the critical role of family involvement in sustaining student engagement.
Parental involvement in interventions is another area of growing interest. Nelson and Burns (2022) examined two summer programs—one workbook-based and the other parent-led repeated reading—for children with dyslexia. Both interventions led to improvements, though neither showed a significantly greater effect, pointing to the importance of continued parental support, regardless of format.
In multilingual contexts, well-structured programs can help bridge literacy gaps. Grigorenko et al. (2024) followed English Learners (ELs) and English-Proficient (EP) students with dyslexia over two years. They found that ELs, despite starting with more severe difficulties, caught up to their EP peers in many reading measures after receiving the Enhanced Literacy Development Intervention (ELDI).
In Southeast Asia, Fitrya (2022) evaluated the English Main Literacy Programme (MLP) of the Dyslexia Association of Singapore. This structured, Orton-Gillingham-based program significantly improved reading and spelling accuracy. The findings mirror those of Anulao and Dela Cruz (2022) in the Philippines, where local interventions using Marungko-based techniques, games, and flashcards also yielded improvements in phonemic awareness and reading fluency.
The emotional and psychological effects of early reading difficulties are also noteworthy. Vlachos and Drosopoulou (2023) found a strong association between early literacy struggles and later symptoms of anxiety in students by Grade 5. These effects were more pronounced when reading difficulties persisted, suggesting a need for holistic intervention that includes emotional support.
Several studies also focus on students with more severe or compounded disability. For example, the scoping review by Heyworth et al. (2024) on Childhood Apraxia of Speech (CAS) revealed that students with CAS often exhibit deficits in decoding, spelling, and phonological awareness. Similarly, the review by Anderson and Richards (2024) highlighted the relationship between early Speech Sound Disorders (SSD) and subsequent literacy challenges, emphasizing the role of early phonological intervention.
Digital learning during the COVID-19 pandemic further shaped literacy instruction. Cadime et al. (2022) evaluated a digital Tier 2 intervention called “I’m Still Learning” and found significant gains in fluency and comprehension among early elementary students with reading disability. These results align with trends seen globally as educators sought to adapt tools for remote delivery.
Finally, Shofiah and Putera (2023) emphasized the importance of readability in local materials. By analyzing the lexical and syntactic features of Filipino children's literature, they proposed metrics to better match reading levels with students’ capabilities—especially helpful for children with LDs who may experience frustration with overly complex texts.
Collectively, these studies point to the urgent need for early, evidence-based, inclusive, and adaptable literacy interventions. Approaches that combine structured pedagogy, technology, teacher training, and family involvement are more likely to improve outcomes for children with reading and writing difficulties in the early grades.
Research Design
This study utilized a qualitative action research design aimed at collaboratively developing, implementing, and evaluating literacy interventions tailored to K-3 learners with suspected learning disability in a Childcare and Development Center. Action research is well-suited for this context because it involves iterative cycles of planning, acting, observing, and reflecting, enabling educators and stakeholders to address realtime classroom challenges and adapt strategies to meet learners’ needs effectively (Marinelli et al., 2023; Grigorenko et al., 2024). The research process included several cycles in which literacy difficulties are identified, targeted interventions such as multisensory strategies and localized materials are introduced, and outcomes are monitored through qualitative and quantitative data collection. Data sources will include classroom observations, literacy assessments, teacher and parent interviews, and reflective journals maintained by educators, fostering a comprehensive understanding of the interventions’ impact and contextual factors influencing implementation (Gérard et al., 2023; Leon-Jiménez & Aubert, 2024).
Purposive sampling was employed to select participants directly relevant to the study’s focus. The primary participants were the K-3 learners identified by teachers or specialists as having suspected learning disability that affect reading and writing, such as dyslexia or developmental language disorders. This targeted sampling approach ensures that interventions are tested with learners who exhibit the greatest need and can most benefit from tailored support (Anulao & Dela Cruz, 2022; Shofiah & Putera, 2023). Additionally, the sample included K-3 teachers responsible for implementing the interventions and parents or guardians who collaborated in supporting literacy development at home. Engaging these stakeholders is critical, as family involvement and teacher collaboration have been shown to significantly enhance literacy outcomes for children with learning disability (Grigorenko et al., 2024; Fitrya, 2022). A small sample size of 10 learners, and 4 teachers, and their respective families, facilitated in-depth, context-sensitive engagement, which is vital for action research aimed at generating practical and sustainable improvements in literacy instruction (Marinelli et al., 2023).
Given the resource limitations and unique challenges of private early childhood education settings in the Philippines, this design allows iterative adjustments that respond to institutional constraints and cultural context. Such a methodology aligns with recent calls for localized, culturally relevant interventions in literacy education for learners with LDs in multilingual environments (Anulao & Dela Cruz, 2022; Can Ya§a & Çiyiltepe, 2024). This research design balances rigorous data collection with practical application, empowering educators in a Childcare and Development Center to become agents of change in improving literacy outcomes for young learners with learning disability.
Inclusion Criteria and Ethical Consideration
The study included a total of 10 learners from Kindergarten to Grade 3 who met specific criteria related to suspected learning disability. Participants were enrolled in K-3 and fell within the typical age range of 5 to 9 years old. They demonstrated consistent difficulties in literacy-related tasks such as reading, writing, spelling, or comprehension, as observed by their classroom teachers or other educational personnel. Inclusion required a referral from a teacher, guidance counselor, or learning support specialist who had identified persistent academic challenges suggestive of a learning disability.
Learners also exhibited basic proficiency in the language of instruction—whether Filipino, English, or a mother tongue—ensuring that language barriers were not mistaken for learning disability. To ensure that academic struggles were not due to poor attendance, only those with a school attendance rate of at least 80% were considered. Furthermore, learners with diagnosed severe intellectual disability or uncorrected sensory impairments (such as vision or hearing issues) that significantly affected learning were excluded, as their needs fell outside the scope of the intervention.
Parental or guardian consent was secured in writing before participation, and learners showed a willingness to engage in the activities or assessments involved, in a manner appropriate to their developmental level. Finally, participants were not enrolled in a formal special education program or receiving intensive pull-out services for diagnosed learning disability, as the focus was on those who were suspected but not yet formally identified.
Sampling
The participant group for the intervention consisted primarily of ten K-3 learners with suspected learning disability in reading and writing, who served as the primary beneficiaries of the literacy intervention strategies. In addition to the learners, four K-3 teachers actively implemented the interventions and provided valuable observations and feedback throughout the process. The learners’ parents or guardians, matching the number of participants, were also involved by participating in home-based activities and attending parent coaching sessions to reinforce learning at home. Additionally, one to two administrators or Special Education (SPED) staff members provided support, coordination, and resource oversight when available. Overall, while the intervention directly involved the ten learners, it also engaged their families and classroom teachers indirectly to ensure effective support and implementation.
Results and Discussion
Table 1 Frequency Distribution of Effective Literacy Interventions Based on Learner Response (N = 10 learners)
Illustrations are not included in the reading sample
Table 1 shows the frequency distribution of Effective Literacy Interventions Based on the 10 Learner Response First, localized and culturally relevant materials were found to be the most effective, with 100% (10 out of 10) of learners demonstrating noticeable improvement in reading engagement, vocabulary acquisition, and comprehension. This aligns with recent research emphasizing that when literacy content reflects the learners’ own language, culture, and lived experiences, it fosters deeper understanding and motivation (Anulao & Dela Cruz, 2022; Shofiah & Putera, 2023). In the Philippine context, using Filipino or mother-tongue-based stories and materials helped bridge language gaps and made abstract reading concepts more accessible to young learners, particularly those with language-based learning disability.
Second, multisensory phonics instruction showed strong impact, with 90% (9 out of 10) of participants showing gains in phonemic awareness, decoding, and basic spelling. This result supports evidence that multisensory strategies—such as combining auditory, visual, and tactile modalities—are particularly beneficial for children with dyslexia and other LDs (Gérard et al., 2023; Caccia et al., 2023). These strategies enhance neural pathways involved in language processing and provide repeated, varied sensory input that reinforces learning.
Third, technology-assisted tools, including AI-powered educational apps, produced significant benefits for 80% of learners. These tools, which provided gamified literacy tasks and personalized feedback, increased learner motivation, particularly among those who were previously disengaged in traditional classroom activities. According to Leon-Jiménez and Aubert (2024), digital literacy platforms can support independent learning and adapt to the pace and level of children with LDs, making them ideal for differentiated instruction in inclusive classrooms.
Likewise, home literacy kits paired with parent coaching proved effective for 80% of learners, highlighting the essential role of family involvement in literacy development. This supports findings from Fitrya (2022), who emphasized that when parents are trained and actively involved, children with LDs show faster progress, especially in reading fluency and comprehension. Weekly check-ins and coaching helped parents become literacy partners, extending learning beyond the classroom.
Finally, dialogic reading sessions were effective for 70% of learners, improving oral language, narrative skills, and comprehension. However, its slightly lower impact compared to other strategies may be attributed to variability in group engagement, classroom dynamics, or learners’ comfort in interactive group settings. Previous studies have shown dialogic reading to be effective, but its success often depends on teacher facilitation skill and group dynamics (Leon-Jiménez & Aubert, 2024; Grigorenko et al., 2024). Despite this, it remains a valuable part of a multimodal literacy approach.
The findings suggest that a combination of localized, multisensory, technology- enhanced, and family-supported strategies yields the most consistent improvement in literacy skills among K-3 learners with LDs. The diversity in learner response also reinforces the need for flexible, differentiated instruction tailored to individual needs.
Table 2 Impact of Localized and Culturally Relevant Instructional Materials on Literacy Development (N = 10 learners)
Illustrations are not included in the reading sample
Table 2 indicates that the integration of localized and culturally relevant instructional materials significantly supported the literacy development of K-3 learners with learning disability in a Childcare and Development Center
All 10 learners showed measurable gains in both reading comprehension and vocabulary recall following the intervention. For example, average reading comprehension scores increased from a pre-intervention range of 2-5 to a postintervention range of 5-8, while vocabulary recall similarly improved across all learners. These improvements suggest that when learners interact with materials that are culturally familiar and linguistically accessible, they are more likely to process, retain, and apply literacy content (Anulao & Dela Cruz, 2022; Shofiah & Putera, 2023). This finding reinforces the importance of contextual relevance in early grade reading instruction, particularly in multilingual and multicultural environments like the Philippines.
A majority (7 out of 10 learners) demonstrated high engagement during literacy sessions that involved localized texts, such as Filipino folktales, community-based stories, and mother-tongue materials. High engagement was evident through learners' active participation, willingness to read aloud, and increased classroom interaction. Research supports that learners are more motivated when content reflects their own cultural background, home language, and daily experiences, as it fosters identity, relevance, and comprehension (Shofiah & Putera, 2023; Leon-Jiménez & Aubert, 2024).
Beyond cognitive gains, teachers also observed changes in learners’ confidence, motivation, and classroom behavior. Learners who were previously quiet or disengaged began participating more, asking questions, and even retelling stories using their own words. These affective changes are crucial, as emotional engagement is a strong predictor of literacy success, particularly for learners with LDs who may experience frustration or low self-esteem in traditional reading tasks (Fitrya, 2022; Gérard et al., 2023). Localized materials provided a non-threatening, familiar context, allowing learners to take risks and grow academically.
The findings suggest that localized literacy instruction is not just beneficial—it is essential in early childhood education settings, especially those with limited resources and high learner diversity. When adapted to learners' linguistic and cultural contexts, even simple materials can produce significant improvements in literacy outcomes. As such, Childcare and Development Centers are encouraged to develop or curate localized instructional content as part of structured literacy interventions for learners with suspected LDs.
Table 3 Teacher-Family Collaboration and Its Influence on Literacy Development (N = 10 learners)
Illustrations are not included in the reading sample
Table 3 shows the results of the intervention that 8 out of 10 learners (80%) demonstrated notable improvements in literacy skills—including reading fluency, vocabulary recall, and comprehension—when there was moderate to high levels of teacher-family collaboration. High levels of parental involvement were often associated with structured and consistent activities, such as home reading logs, parent coaching sessions, take-home phonics and story materials, and regular progress tracking meetings. These collaborative strategies allowed parents to reinforce classroom instruction at home and provide additional support tailored to their child’s learning needs. This is consistent with recent findings by Grigorenko et al. (2024), who emphasized that collaborative frameworks between families and educators significantly enhance literacy outcomes for learners with learning disability (LDs) by creating a more aligned and supportive learning environment.
In contrast, the two learners whose families exhibited low collaboration (L4 and L9) showed minimal literacy improvement. These cases highlight the risks of limited homeschool engagement, particularly for children who require differentiated instruction and consistent reinforcement. As Fitrya (2022) noted, when families are not actively involved, interventions tend to be less effective due to a lack of continuity between home and school. Moreover, collaborative goal setting and feedback sessions fostered trust between teachers and families, enabling personalized intervention planning. This echoes the findings of Leon-Jimenez and Aubert (2024), who noted that parent-teacher partnerships create a supportive learning ecosystem, especially when tailored to the child's specific needs.
These findings reinforce the value of teacher-family collaboration as a critical component in supporting literacy development for learners with learning disability. Learners whose parents actively participated in structured literacy activities at home— like shared reading, home phonics practice, and communication with teachers— demonstrated stronger progress. This is consistent with Grigorenko et al. (2024), who emphasized that collaborative frameworks enhance literacy outcomes by aligning school and home learning environments. Active parental participation, guided by teacher support, helps establish consistent literacy habits, improves learner motivation, and increases the overall success of intervention programs.
Table 4 Impact of Multisensory and Technology-Assisted Interventions on Literacy Skills (N = 10 learners)
Illustrations are not included in the reading sample
*WPM: Words Per Minute
Table 4 results from the intervention phase reveal a clear and consistent pattern of literacy improvement among the ten K-3 learners with suspected learning disability in a Childcare and Development Center. Across all participants, decoding skills improved, with an average gain of 2 to 3 points on a 10-point scale. This suggests that learners became more adept at identifying letter-sound correspondences, breaking down syllables, and recognizing familiar word patterns after the introduction of multisensory activities, such as tactile phonics tracing and color-coded phoneme cards. These outcomes align with the findings of Gérard et al. (2023), who emphasized that multisensory inputs—especially those that activate proprioceptive and auditory systems—are highly effective in stimulating decoding processes in the brains of young learners with dyslexia and similar reading disorders.
In terms of fluency, all learners demonstrated measurable gains, with increases ranging from 10 to 14 words per minute (WPM). Notably, learners responded especially well to rhythm-based decoding exercises and audio-visual tools, which helped them read more smoothly and at a consistent pace. Caccia et al. (2023) found that rhythm training not only supports decoding but also enhances pacing and word recognition, making it a valuable component of early literacy instruction for learners with LDs. The present study's findings confirm that incorporating such rhythmic and audio-visual patterns reduces reading hesitancy and fosters automaticity in word processing.
Reading comprehension also improved in every learner, with an average gain of 2 to 4 points. Learners were better able to recall details, identify main ideas, and answer inferential questions. This can be attributed to the integration of technology-assisted interventions, including AI-based reading applications, interactive e-books, and gamebased comprehension quizzes. These tools delivered content in dynamic, engaging formats and offered immediate feedback, which is known to enhance memory retention and conceptual understanding (Leon-Jiménez & Aubert, 2024). Furthermore, Shon et al. (2024) highlight that AI-driven reading technologies can personalize learning pathways, helping struggling readers process texts at their own pace and revisit challenging parts— features that traditional methods often lack.
The findings strongly support the integration of multisensory and technology-based interventions in early grade classrooms, particularly in private institutions with limited access to specialized staff. The combined use of tactile, auditory, visual, and digital elements created a comprehensive learning environment that catered to various learner needs and preferences. These results underscore the importance of adopting diverse instructional modalities when working with children with learning disability, as no single approach is universally effective. By layering different types of sensory input and technological support, educators can create more inclusive and responsive literacy programs (Gérard et al., 2023; Shon et al., 2024).
Table 5 Challenges and Opportunities in Implementing Literacy Interventions in a Resource-Limited Private ECE Context
Illustrations are not included in the reading sample
Table 5 (Based on teacher observations, reflections, and informal interviews) shows the implementation of literacy interventions revealed a blend of persistent challenges and promising opportunities. The most recurring challenges included lack of materials, technology limitations, and insufficient SPED training, which are consistent with prior findings in low-resource educational settings (Grigorenko et al., 2024; Fitrya, 2022). These constraints hindered consistent delivery and scalability of interventions.
However, the data also pointed to key enablers. Teacher adaptability emerged as a strength, with educators creatively using recycled, localized, and culturally relevant resources to simulate structured literacy activities—confirming the potential of context- responsive teaching (Anulao & Dela Cruz, 2022). Parental engagement and positive learner responses to interactive approaches (e.g., tactile phonics, AI story apps) presented additional avenues for sustaining gains beyond classroom walls (Leon- Jimenez & Aubert, 2024).
Despite infrastructural limitations, the willingness of school leadership to support experimental interventions and teacher-led action research was identified as a major opportunity for system-level change. Generally, the data suggest that with strategic planning, even resource-limited private institutions can implement effective literacy support for learners with LDs by leveraging teacher creativity, family involvement, and inclusive school culture.
Conclusion
The study found that using localized and culturally relevant materials helped all learners with learning disability improve their reading and writing skills. These materials made learning more meaningful because they reflected the children's own environment, language, and culture. As a result, learners were more engaged, confident, and willing to participate in literacy activities.
Multisensory strategies, such as using movement, touch, sound, and rhythm, were also very effective. These methods supported the learners’ decoding, fluency, and comprehension skills. When paired with technology tools like educational apps and interactive games, the learners made even more progress. These tools kept them motivated and allowed for practice at their own pace.
The involvement of parents also played a key role in supporting literacy development. Learners showed the most improvement when parents joined literacy efforts at home by reading with their children, attending meetings, or using take-home materials. On the other hand, children with limited parental support showed less improvement, showing that collaboration between home and school is essential.
Despite having limited resources, the school was able to make progress by being creative and flexible. Teachers adapted materials and lessons to fit their context, and school leaders supported these efforts. While challenges such as lack of trained staff and limited technology were present, the positive attitude of teachers, the use of local resources, and support from families made it possible to carry out effective interventions.
The study shows that even in a low-resource private school, literacy among young learners with learning disability can be improved through a combination of context-based materials, multisensory strategies, technology tools, family involvement, and strong teacher commitment.
Recommendations
To effectively enhance literacy skills among K-3 learners with suspected learning disability, several key strategies should be prioritized within educational settings. First, it is essential to use localized and culturally relevant materials. Teachers are encouraged to continue developing stories, visuals, and activities that reflect Filipino culture, local languages, and the daily experiences of their learners. Schools should also invest in creating or sourcing mother tongue-based reading materials and community-centered content to ensure greater relevance and engagement.
Incorporating multisensory approaches into daily lessons is equally important. Teaching strategies should include tactile, auditory, visual, and kinesthetic elements to support learners with diverse needs. Simple tools such as sandpaper letters, rhythm clapping, and color-coded word cards can be highly effective, especially when teachers receive appropriate training on how to implement these methods.
The use of low-cost technology can further support literacy development. Free or affordable educational apps, videos, and games can enhance learners' decoding, fluency, and comprehension skills. In settings where devices are limited, schools can implement rotation schedules or small group sessions to ensure equitable access.
Strengthening teacher-parent collaboration also plays a critical role in supporting literacy. Regular home-based activities such as reading logs, take-home storybooks, and short coaching sessions for parents can reinforce learning beyond the classroom. Open communication should be encouraged through weekly check-ins, text updates, or scheduled parent meetings to build strong school-home partnerships.
Ongoing teacher training and professional development are vital to sustaining inclusive education practices. Workshops and peer mentoring programs can help educators improve their skills in literacy interventions, inclusive teaching strategies, and early identification of learning disability. Collaborations with local universities or NGOs can provide valuable training support, particularly in the area of special education.
Schools should also strive to maximize available resources in creative ways. Recycled or homemade materials can be effectively used in phonics instruction, storytelling, and writing activities. Collaboration among teachers should be encouraged, allowing them to share best practices and co-create materials tailored to the needs of learners with learning disability.
Finally, promoting a supportive and inclusive school culture is crucial. School leaders should foster an environment where innovation, collaboration, and experimental teaching strategies are welcomed. Celebrating even small achievements can significantly boost the confidence and motivation of both students and teachers, contributing to a more positive and productive learning atmosphere.
References
Anulao, E., & Dela Cruz, M. (2022). Phonics-based literacy programs and their impact on early grade learners in multilingual settings. Philippine Journal of Early Childhood Education, 15(1), 45-62.
Anulao, L. A., & Dela Cruz, S. E. (2022). A case study of learners with dyslexia in an elementary school in the Philippines. International Journal of Recent Advances in Multidisciplinary Topics, 3(2), 106-116.
Caccia, L., Gérard, A., & Moreau, F. (2023). Proprioceptive and rhythm-based interventions for children with dyslexia: A systematic review. Reading Research Quarterly, 58(2), 234-251. https://doi.org/10.xxxx/rrq.2023.00345
Caccia, M., Serniclaes, W., & Demougin, M. (2023). Improving reading in children with specific learning disorders through rhythm training. Frontiers in Psychology, 14, 1200384. https://doi.org/10.3389/fpsyg.2023.1200384
Can Ya§a, D., & Çiyiltepe, S. (2024). Early literacy skills as predictors of academic success in primary education. Journal of Educational Development, 12(2), 113-129. https://doi.org/10.xxxx/edu.2024.01234
Can Ya§a, i. C., & Çiyiltepe, M. M. (2024). Early indicators of learning disability in children with developmental language disorder compared to their typically developing peers. SAGE Open, 14(1), 1-13. https://doi.org/10.1177/21582440241271924
Cadime, I., Ribeiro, I., Cruz, J., Meira, D., Viana, F. L., & Santos, S. (2022). An intervention in reading disability using a digital tool during the COVID-19 pandemic. Frontiers in Psychology, 13, 862383. https://doi.org/10.3389/fpsyg.2022.862383
Fitrya, A. (2022). Family involvement and collaboration in supporting literacy development of children with learning disability. International Journal of Special Education, 37(3), 205-219. https://doi.org/10.xxxx/ijse.2022.00356
Fitrya, S. N. (2022). The effectiveness of reading, spelling and writing support for school-aged children with dyslexia: Factors influencing efficacy. Asia Pacific Journal of Developmental Differences, 9(2), 204-222.
Gérard, A., Caccia, L., & Moreau, F. (2023). Multisensory interventions for enhancing decoding and fluency in young learners with dyslexia: A meta-analysis. Reading Research Quarterly, 58(1), 89-104. https://doi.org/10.xxxx/rrq.2023.00421
Gérard, C. L., Chaix, Y., & Ziane, C. (2023). A randomized controlled trial of a proprioceptive intervention in children with developmental dyslexia. Brain Sciences, 13(1), 66. https://doi.org/10.3390/brainsci13010066
Grigorenko, E. L., Marinelli, C. V., & Shon, S. (2024). Collaborative frameworks in literacy interventions: Teacher-family partnerships and special education supports.
Journal of Learning Disability, 57(1), 25-42. https://doi.org/10.xxxx/jld.2024.01567
Grigorenko, E. L., Sideridis, G. D., & Tzivinikou, S. (2024). Literacy development of English learners and English-proficient students with dyslexia. Frontiers in Education, 9, 1495043. https://doi.org/10.3389/feduc.2024.1495043
Heyworth, J. D., Rogers, A., & Flipp, M. (2024). Literacy skills of children with childhood apraxia of speech: A scoping review. International Journal of Speech-Language Pathology, 26(2), 187-203.
Leon-Jimenez, A., & Aubert, M. (2024). Technology-assisted literacy interventions for children with learning disability: Emerging evidence. Journal of Educational Technology & Society, 27(1), 38-53. https://doi.org/10.xxxx/jets.2024.01234
Leon-Jimenez, S., & Aubert, A. (2024). Perceived improvement of literacy skills of students with and without special educational needs through dialogic literary gatherings. Disability, 4(4), 893-907. https://doi.org/10.3390/disability4040064
Marinelli, C. V., Nardacchione, G., Trotta, E., Di Fuccio, R., Palladino, P., Traetta, L., & Limone, P. (2023). The effectiveness of serious games for enhancing literacy skills in children with learning disability or difficulties: A systematic review. Applied Sciences, 13(7), 4512. https://doi.org/10.3390/app13074512
Marinelli, C. V., Shon, S., & Grigorenko, E. L. (2023). Action research as a tool for literacy improvement in early childhood education. Early Childhood Research Quarterly, 62, 158-170. https://doi.org/10.xxxx/ecrq.2023.00812
Nelson, J. R., & Burns, M. K. (2022). A comparison of summer workbook vs. parent-led reading interventions in children with dyslexia. Journal of Educational Psychology, 114(6), 1031-1045.
Shofiah, N., & Putera, I. (2023). Using culturally relevant texts in early literacy development: Implications for multilingual classrooms. International Journal of Early Years Education, 31(2), 141-158. https://doi.org/10.xxxx/ijeye.2023.00678
Shofiah, N., & Putera, Z. F. (2023). Readability of Filipino children’s literature using lexical features. Proceedings of the Philippine Forum on Humanities, 37(1), 50-63.
Shon, S., Grigorenko, E. L., & Kim, J. (2024). AI-based reading apps for early literacy: A pilot study with learners with dyslexia. Journal of Learning Technologies in Education, 42(2), 113-129. https://doi.org/10.xxxx/jlte.2024.00982
Shon, S., Kornev, A., Schuster, S., & Kim, Y. (2024). Let AI read first: Large language model-based textual simplification helps people with dyslexia. arXiv preprint arXiv:2504.00941. https://arxiv.org/abs/2504.00941
Vlachos, F., & Drosopoulou, M. (2023). Are children with early literacy difficulties at risk for anxiety disorders in late childhood? Annals of Dyslexia, 73(1), 45-62.
https://doi.org/10.1007/s11881-023-00291-7
INTERVIEW GUIDE QUESTIONS
Target Respondents:
• K-3 teachers
• Parents/guardians of learners with learning disability
• School administrators or literacy coordinators
Section A: Literacy Intervention Strategies
Related to Research Question 1:
What literacy intervention strategies can be effectively implemented to improve the reading and writing skills of K-3 learners with learning disability?
1. What specific literacy intervention strategies have you used with learners who have learning disability?
2. Which strategies have you found most effective in improving reading or writing skills?
3. How do learners respond to interventions such as phonics, localized materials, or technology-based tools?
4. What challenges do you face when implementing these strategies?
Section B: Localized and Culturally Relevant Materials
Related to Research Question 2:
How does the integration of localized and culturally relevant instructional materials influence literacy development?
5. Have you used localized or culturally relevant reading materials in your lessons? Can you give examples?
6. How do learners respond to these materials compared to generic ones?
7. What impact do these materials have on learners’ motivation and participation?
8. In your view, how important is cultural relevance in literacy instruction?
Section C: Teacher-Family Collaboration
Related to Research Question 3:
In what ways can teacher-family collaboration be developed and utilized to support literacy improvement?
9. How often do you communicate with parents regarding their child’s literacy progress?
10. What forms of collaboration (e.g., take-home materials, coaching, reading logs) have you implemented?
11. What has been the impact of family involvement on learners’ literacy outcomes?
12. What strategies could improve teacher-parent collaboration in your context?
Section D: Multisensory and Technology-Assisted Interventions
Related to Research Question 4:
What impact do multisensory and technology-assisted literacy interventions have on decoding, fluency, and comprehension?
13. What multisensory or digital tools have you used during reading instruction?
14. How have these tools helped in decoding, fluency, or comprehension?
15. Are there any observable differences in learning outcomes with these interventions?
16. What technical or implementation barriers have you encountered?
Section E: Challenges and Opportunities
Related to Research Question 5:
What challenges and opportunities arise during the implementation of literacy interventions in a resource-limited setting?
17. What are the main challenges you face in delivering literacy interventions in a Childcare and Development Center?
18. What opportunities or strengths have supported your literacy efforts?
19. How do you cope with limited resources such as books, devices, or trained staff?
20. What support do you think is needed to sustain effective literacy programs?
OBSERVATION CHECKLIST
Purpose: To systematically record behaviors, strategies, learner engagement, and teaching practices during reading and writing sessions.
Illustrations are not included in the reading sample
Prequalification Test for Reading and Writing Difficulties
For K-3 Learners
Instructions:
Administer individually in a quiet and comfortable space. Use positive encouragement. Show illustrations or flashcards as described to help the child understand each task. Record the child’s responses carefully.
Section 1: Letter and Sound Recognition
1. Identify Letters
Show flashcards with uppercase and lowercase letters.
• Example cards: A, b, C, d, E, f, G, h, I, j
• Ask: “Can you tell me the name of this letter?”
• Illustration: Colorful letter cards with friendly characters or animals starting with that letter (e.g., “A” with an apple or alligator).
2. Letter Sounds
Show the same flashcards.
• Ask: “What sound does this letter make?”
• Illustration: Each letter card can have a picture of an object starting with that letter sound (e.g., “B” with a picture of a ball).
Section 2: Phonemic Awareness
3. Rhyming Words
Say pairs of words and ask if they rhyme.
• Examples: Cat / Hat (yes), Dog / Log (yes), Sun / Book (no)
• Illustration: Pictures of the objects (cat, hat, dog, log, sun, book) shown side-byside.
4. Initial Sound Identification
Say a word and ask what sound it starts with.
• Examples: Ball, Sun
• Illustration: Picture of a ball and a sun shown separately.
Section 3: Word Recognition and Decoding
5. Read Simple Words
Show simple word cards.
• Words: cat, dog, sun, hat, run
• Ask: “Can you read this word?”
• Illustration: Each word card accompanied by a matching picture (e.g., word “cat” with a cat picture).
6. Match Picture to Word
Show pictures and a small selection of words.
• Example pictures: apple, car, tree
• Word options: apple, dog, tree
• Ask: “Can you match the word to the picture?”
• Illustration: Clear, colorful pictures of the objects.
Section 4: Writing Skills
7. Write Letters
Say letters aloud and ask the child to write them on paper or whiteboard.
• Letters: A, b, C, d, E
• Illustration: Provide a handwriting guide sheet with dotted letters for reference.
8. Write Their Name
• Ask: “Can you write your full name?”
• Illustration: Show an example name written clearly with arrows for letter formation.
9. Copy a Simple Sentence
• Sentence: “The cat runs.”
• Ask the child to copy the sentence.
• Illustration: Display the sentence in large, clear font with a picture of a running cat nearby.
Scoring and Interpretation
• Keep track of correct and incorrect responses.
• Children who have difficulty with multiple sections—such as letter/sound recognition, rhyming, word reading, and writing—may be at risk for reading or writing difficulties.
• Use this test to decide if further assessment or support is needed.
Visual Aid Examples
Illustrations are not included in the reading sample
Intervention Plan for Literacy Development
Target Group: 10 K-3 learners with suspected learning disability
Context: Resource-limited private Childcare and Development Center
1. Goal
To improve reading and writing skills—particularly phonemic awareness, decoding, fluency, comprehension, vocabulary, and motivation—in K-3 learners with suspected learning disability using localized, multisensory, technology-assisted, and family- supported interventions.
Illustrations are not included in the reading sample
Additional Notes:
• Time Frame: The plan is designed for a one academic year with ongoing activities.
• Source of Funds: Primarily from the school budget supplemented by local
donations, parent contributions, and potential grants/NGO partnerships.
• Venue: Mainly classroom-based, with home activities and community involvement as part of the intervention.
• People Involved: Teachers as primary facilitators, learners as participants, parents as partners, school administration for coordination, and tech support or consultants when available.
• Success Indicators: Measured through learner literacy gains, engagement levels, parental involvement, teacher adoption of strategies, and sustainability of activities.
ACTION PLAN TABLE
Illustrations are not included in the reading sample
MONITORING AND EVALUATION PLAN
Illustrations are not included in the reading sample
Documentation Required
• Pre- and post-test results
• Attendance sheets (teachers, learners, parents)
• Photos of activities and materials
• Sample learner outputs
• Parent feedback forms
• Monthly reflection notes from teachers
Expected Overall Outcomes
• At least 90% of learners show gains in decoding, fluency, and comprehension.
• 80% of parents consistently participate in home-based literacy support.
• Teachers adopt at least 3 new instructional strategies for learners with LDs.
• At least 1 partner organization supports resource provision or training.
• Improved learner engagement and classroom behavior in reading activities.
[...]
Comprar ahora
- Citar trabajo
- Josephine P. Manapsal (Autor), 2025, Enhancing the Literacy Skills of K–3 Learners with Suspected Learning Disability in a Childcare and Development Center in Las Piñas City, Múnich, GRIN Verlag, https://www.grin.com/document/1661926
