For the diverse aspects of preschool literacy skills to be overcome, institutions should invest in professional development programs

The gap

Evidence profile

Sourced from the recommendations of the source papers, classified as general, spanning 3 journals.

Supporting evidence — 3 representative gaps

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

  generalrecommendations
  Keywords: teachers school multigrade learning literacy teaching reading activities learners heads instruction education early international journal
• Basic Education Learning Recovery Support System implementation in public elementary schools (2026) · International Journal of Education Learning and Pedagogical Sciences (INJELPS) · 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).

  generalrecommendations
  Keywords: learning based reading school instructional programs journal monitoring instruction numeracy learner schools international strengthen ensuring
• Navigating Teachers’ Experience in Teaching Kindergarten: Recognizing Sounding out Letters to form Words (2026) · Journal of Education, Learning, and Management · doi

  For the diverse aspects of preschool literacy skills to be overcome, institutions should invest in professional development programs for their teachers that boost their mastery of teaching phonics and strategies for catering to different students. Furthermore, schools can also offer teachers effective and resource-friendly lessons to enable them to administer quality literacy lessons to their students. Improving home-school programs for instructive literacy, including reading workshops for families, kits to take home for further activities, and campaigns for community engagement for illiteracy eradication, would help https://journals.stecab.comStecab PublishingPage Journal of Education, Learning, and Management (JELM), 3(2), 233-248, 2026 245 remove obstacles from the surroundings and enable students to receive continuous support outside schools. Lastly, to monitor students’ development, systematic evaluation and monitoring strategies should be created. Schools should go ahead and provide assistance in the fusion of multi-sensory and technology-based phonics by investing in audiovisual recursos and technology-based platforms. The administration should assist in facilitating collaboration among staff through peer planning activities and best practices and should incorporate routines in their classrooms to provide pacing for diverse students. Play-based learning activities and positive reinforcement of gamifications of phonics activities will help create a positive and exciting environment to stimulate and develop literacy skills. It is encouraged that future researchers carry out longitudinal research on the issue that involves the effectiveness of multi- sensory, technologically aided, and home-based phonics socio-economic interventions. These may assess how differences influence early literacy skill acquisition and shed insight on refining strategies that will eventually influence early childhood education policies. REFERENCES Abreu, P. E. d., Fricke, S., & Wealer, C. (2020). Effects of an early literacy intervention for linguistically diverse children: a quasi-experimental study. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.569854 Alhumsi, M. H., & Shabdin, A. A. (2018). The relationship between phonemic segmentation skill and EFL word recognition- A review of literature. International Journal of Linguistics, 8(2), 31-46.

  generalrecommendations
  Keywords: literacy students phonics activities based diverse strategies schools home early skills development programs teachers lessons

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