World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue V (May 2026), pp. 370-393
Criszle B. Ladia, LPT
Graduate Student, National Teachers College
Vyrna R. Salcedo, LPT, EdD
GPSOTE, Professor, National Teachers College
Maximo Y. Muldong, LPT, EdD
GPSOTE, Professor, National Teachers College
ABSTRACT
Reading is an essential foundational skill and there are still children in Grade 3 who are having difficulties understanding what they read, recognizing words, and are unable to read fluently. A narrative literature review uses the latest theories and pedagogical studies to identify issues surrounding reading problems and educational practices for struggling readers. The results revealed that reading development is a complex process, which is affected by cognitive, socio-cultural and environmental factors, and needs to make a shift from reading to learning in the third grade. Strategies used for instruction that are essential for supporting diverse needs such as explicit strategy instruction, guided reading, and differentiated learning. But this is often difficult to achieve due to the lack of resources, size of the class and the absence of specialized teacher training. Linking these gaps in a systemic approach that combines data-driven assessment with contextualized learning and effective parental and community engagement. These support systems need to be further strengthened to enhance academic readiness and the long-term literacy outcomes of struggling learners.
Keywords: Reading comprehension, reading fluency, struggling readers, grade 3 literacy, instructional strategies, reading intervention programs, narrative review
PUBLICATION GUIDELINES
Publication Ethics and Publication Malpractice Statement
PROCESSING FEES AND INCLUSIONS
