Based on the findings of study, the following are proposed: 1. Teachers may include domains such as word recognition, phonological awareness, comprehension, and fluency can be improved by a formalized

The gap

Consensus across the literature

Supporting evidence — 3 representative gaps

• Learning Styles, Teacher Competence, and Management Support for Early Literacy in Multigrade Schools in Cervantes, Ilocos Sur (2026) · doi

  i. Teachers should use storytelling, guided oral reading, phonological awareness activities, rhymes songs, and structured classroom discussions as ways to help the learners who respond well to auditory input. Nevertheless, in order to provide equal learning opportunities, teachers may mix auditory strategies with visual and kinesthetic activities, thus enabling learners with different learning preferences to be involved in literacy development. Besides, school heads can get multigrade teachers to share their best practices by initiating sessions of their Learning Action Cells (LACs) focused on differentiated literacy instruction in the school. ii. Education officials and school leaders will plan specialized training activities, seminars, and individual guidance that concentrate on research-supported early reading methods, personalized teaching, and teaching in multigrade settings. To help teachers improve their teaching methods and build their skills in early reading instruction across different grades, ongoing mentoring, teachers watching each other, and joint lesson planning are necessary. iii. School heads and district supervisors are to ensure that there are enough literacy materials, instructional resources, and learning tools that have been adapted to the context and are suitable for multigrade teaching. Also, a professional learning community should be set up, wherein teachers can exchange ideas, identify problems, and work together to find solutions for multigrade literacy instruction. iv. School heads are expected to institutionalize structured planning of the literacy programs at the early stage. Apart from that, they should ensure the equitable distribution of resources and promote the practices of collaborative leadership among teachers within the school. Besides, they should make the implementation of monitoring, mentoring, and evaluation mechanisms based on data become regular in order to track REFERENCES Abocejo (2023). The Multigrade Education Program: A Policy Evaluation. International Journal of Academic Pedagogical Research (IJAPR), 7(1),1-6. https://www.researchgate.net/ publication/369370422 Abril, G. S. (2025). Extent and challenges in the implementation of professional development programs on the performance of multigrade teachers. International Journal of Advanced Multidisciplinary Studies, 5(3), 121. Adao, L., Relleve, C. C., Salazar, J., Macawile, K. F., & Chavez, M. (2023). Teachers’ challenges, capabilities, and needs in teaching learners with reading difficulties. Journal of Science and Education, 3(3), 221–231. https://doi. org/10.56003/jse.v3i3.173 Agyapong, B., Obuobi-Donkor, G., Burback, L., & Wei, Y. (2022). Stress, burnout, anxiety and depression among teachers: A scoping review. International

  Keywords: teachers school multigrade learning literacy teaching reading activities learners heads instruction education early international journal
• THE PERCEIVED READING PERFORMANCE, THE CHALLENGES, AND THE ENGLISH ACHIEVEMENT OF GRADE SIX PUPILS IN PILAR DISTRICT (2026) · doi

  Based on the findings of study, the following are proposed: 1. Teachers may include domains such as word recognition, phonological awareness, comprehension, and fluency can be improved by a formalized policy-oriented intervention program that is tailored to the improvement of identified at-risk readers along those domains. 2. School heads may initiate dialogues with their teachers to pinpoint critical areas for improvement. This way, the learners will be informed of the areas for improvement and be able to cope further to improve their academic standing in the English class. 3. District supervisors may initiate mitigation measures to address the challenges experienced by teachers by organizing Parent and Teacher consultation to solicit participation from the latter in monitoring and tracking the student's reading habits and progress especially during the release of pupils’ cards. 4. School heads may implement comprehensive and more inclusive reading programs and advocacies in the school setting to integrate the culture of reading and encourage students to bring about positive attitude in reading, since the students' level of reading performance was proven to correlate significantly with their achievement in an English class. 5. Future researchers may conduct similar studies in other school districts and other at- risk readers in other grade levels to come up with wider and more generalizable findings.

  Keywords: reading school teachers improvement domains risk readers heads initiate areas english class students based following
• Basic Education Learning Recovery Support System implementation in public elementary schools (2026) · doi

  Based on the findings and conclusions, the following recommendations are endorsed: 631 International Journal of Education, Learning, and Pedagogical Sciences (INJELPS) 1. School heads may strengthen instructional leadership by ensuring BELRSS implementation is translated into classroom practice through regular instructional supervision, coaching, and monitoring of differentiated instruction, particularly in reading and numeracy interventions. 2.Teachers may integrate structured remediation and formative assessment into daily lessons rather than treating them as separate activities. Greater emphasis should be given to differentiated instruction, reading fluency programs, and learner- centered strategies that promote independent learning mastery. 3. Stakeholders may strengthen active engagement in school-based reading programs, feeding programs, and home-based learning support by extending their role beyond participation to include learner monitoring and reinforcement of reading and numeracy skills at home. 4.Schools may implement targeted resource allocation guided by teacher–pupil ratio and learning performance data, prioritizing overcrowded schools to reduce instructional burden and improve learning conditions. 5. Capacity-building programs may be enhanced to focus on instructional differentiation, data-driven teaching, reading intervention strategies, and socio-emotional learning integration to better address diverse learner needs. 6.BELRSS monitoring systems may shift from compliance-based evaluation to outcome-based assessment, ensuring effectiveness is measured through actual improvements in literacy, numeracy, and reading comprehension. Bajar, J. T. F., Bajar, M. A. F., & Alarcon, E. P. (2022). School learning action cell as a remedy to out-of-field teaching: A case in one rural school in Southern Philippines. International Journal of Educational Management and Innovation, 2(3), 249– 260. https://doi.org/10.12928/ijemi.v2i3.3667 REFERENCES Barros, A., & Ganimian, A. J. (2023). Which students benefit from computer-based individualized instruction? Experimental India. Journal of Research on Educational Effectiveness, 17(1), 1– in evidence 26. https://doi.org/10.1080/19345747.2023.2191604 from public schools Deckert, J., & Wilson, M. (2023). Descriptive research methods. In T. Welsh, J. P. Ambegaonkar, & L. Mainwaring (Eds.), Florida. 153–165).

  Keywords: learning based reading school instructional programs journal monitoring instruction numeracy learner schools international strengthen ensuring