American Research Journal of Humanities and Social Sciences

Understanding the factors that hinder reading development is essential for improving literacy outcomes among struggling learners. This study investigated the challenges teachers face in addressing the needs of learners who are at the frustration level of readers. Employing a case study research design, the study focused on how teachers addressed the needs of readers at varying levels of frustration through their instructional strategies in multigrade classroom settings. Conducted at a selected higher education institution in Misamis Occidental that offers a basic education program, the research involved 10 teachers, five parents, and five learners. The findings revealed that teachers encountered multiple barriers in addressing the frustration levels of readers who needed adequate reading support, including limited home reinforcement, generalized instructional approaches, and persistent cognitive and emotional challenges. These results led to the conclusion that individualized, adaptive, and culturally responsive strategies are crucial in addressing both the cognitive and affective needs of these learners, particularly in multigrade settings where diverse reading levels coexist. The study recommends that educators implement differentiated, culturally meaningful reading strategies, leverage technology to support personalized learning, strengthen teacher–parent collaboration, and consider future research on technology-assisted, individualized reading interventions to further enhance support for readers at the frustration level.