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
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- Josephine P. Manapsal (Autor:in), 2025, Enhancing the Literacy Skills of K–3 Learners with Suspected Learning Disability in a Childcare and Development Center in Las Piñas City, München, GRIN Verlag, https://www.hausarbeiten.de/document/1661926
