ql-align-justify">One important dimension of learner differences is low reading proficiency, where learners struggle with decoding, fluency, and comprehension of texts. In the Philippine context, this challenge is common in both elementary and secondary levels. To address this, teachers use multimodal literacy strategies that integrate audio, visual, and guided writing support.

The most appropriate strategy for this learner difference is audio-assisted reading combined with scaffolded comprehension tasks. In a Grade 6 Filipino classroom, for example, students listen to an audio recording of a short story while simultaneously following along with printed text. The teacher also provides visual aids such as sequence pictures of the story. After listening, students complete guided comprehension activities like matching events, answering sentence starters (e.g., “Ang aral ng kuwento ay…”), and writing a short paragraph summary.

This approach is supported by inclusive literacy principles from the Department of Education (DepEd, 2023), which emphasizes differentiated instruction and literacy interventions to support struggling readers. In addition, UNESCO (2024) highlights that multimodal learning improves comprehension by reducing cognitive load and allowing learners to access meaning through multiple representations such as sound, image, and text.

In a real-life Philippine classroom setting, especially in public schools where many learners experience reading delays, this strategy helps students understand the story first through listening before moving to independent reading and writing. This gradual process builds confidence and improves literacy skills over time.

Low reading proficiency can be effectively addressed through multimodal literacy strategies such as audio-assisted reading and scaffolded writing tasks. By integrating listening, visuals, and guided writing, teachers provide accessible learning pathways that strengthen comprehension and support learner development.

References:

Department of Education (DepEd). (2023). National Reading Program and literacy interventions. https://www.deped.gov.ph

UNESCO. (2024). Global education monitoring report 2024/25. https://www.unesco.org

Addressing Low Reading Proficiency through Multimodal Literacy Strategies