Enhancing Reading Comprehension of at-risk Pupils in Grades 4-6 Students of Escoda Elementary School Through Targeted Intervention Strategies

AUTHOR(S)

RICHARD S. DUMLAO DR. BENJAMIN C. SIY JR.

ABSTRACT

——— Reading comprehension challenges in elementary pupils greatly affect their academic success. At-risk pupils often face issues like poor fluency, limited vocabulary, short attention spans, and trouble understanding main ideas and text structures. This study explored how four experienced teachers identify and address these challenges to develop an effective intervention framework. Through interviews and observations, four themes emerged, forming the NOTE Model of Reading Comprehension: Notable Learning Indicators (signs of progress), Outcome-Based Strategies (evidence-based teaching methods), Text Comprehension Difficulties (reading barriers), and Enriching Experiences (extra learning opportunities and collaboration with families). Key findings showed that students with multiple challenges, such as poor decoding, limited vocabulary, and lack of parental support, improved when teachers used strategies like guided reading, readaloud sessions, WH questioning, targeted vocabulary instruction, ability-based grouping, and formative assessments. These strategies led to better fluency, vocabulary recognition, and comprehension. Enriching experiences and strong home-school partnerships boosted motivation and engagement, while improvements in focus, fluency, and confidence validated the interventions. The NOTE Model is a cycle where identifying reading difficulties helps choose strategies, supported by enriching experiences, leading to observable progress and refining future interventions. The study shows that reading comprehension issues can be addressed with systematic, evidence-based interventions, strong teacher support, and collaboration with families, resulting in substantial progress for at-risk learners, confirming the NOTE Model as a practical framework for improving literacy and closing achievement gaps. Keywords: at-risk learners, comprehension strategies, elementary literacy, guided reading, home-school collaboration, reading comprehension, NOTE Model, reading intervention