Abstract
The guided reading strategies are essential in assisting those learners burdened with difficulties in reading comprehension. Without conscious attention to such strategies, these students are significantly compromised in their academic development. On this note, this study sought to determine the guided reading strategies employed by struggling readers in a cluster of large-sized schools in a division in Central Philippines during the academic year 2024-2025. With a descriptive research design, data were gathered from 154 Key Stage 2 learners via a survey questionnaire of 30 items. The results indicated that the guided reading strategies were implemented at a very high rating level. An analysis of the strategies according to age, sex, parents’ highest educational attainment, and grade showed that they were effective across the key focus areas of fluency development, vocabulary acquisition, and comprehension. In particular, a significant difference existed in students’ levels regarding their grade levels on the guided reading strategies. These findings imply that school leaders should work with reading teachers to design more focused and responsive guided reading strategies and interventions that address the needs of struggling learners.
Keywords: Guided reading strategies, struggling learners, fluency development, vocabulary development, comprehension strategies