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Abstract
This study explored the reading challenges and coping strategies of 112 Grade 3 learners in the General Luna District, Division of Quezon, during the 2024–2025 school year. Using an embedded mixed-method design, the research integrated quantitative and qualitative approaches to analyze the interplay between learners' socio-economic profiles (sex, parental education levels, occupational status, household income, and family sizes) and their reading difficulties in word recognition, fluency, vocabulary, and comprehension. Quantitative data, gathered through researcher-made survey questionnaires, revealed that learners faced highly challenging reading difficulties across all domains, with word recognition challenges significantly influenced by sex and family size. Qualitative insights from open-ended responses highlighted learners' reliance on multisensory coping strategies, such as phonics exercises and timed practices, readers’ theater or role playing, use of thesaurus, and various graphic organizers or visual aids. Findings underscored the need for evidence-based, learner-centered interventions, leading to the development of the "Multimodal Enhanced Remediation with Coping Approach in Direct Opportunities " (MERCADO). This intervention incorporates multimodal approaches with contextualized reading selection and lesson plan designed to address challenges in word recognition, fluency, vocabulary, and comprehension. The study recommends piloting the MERCADO intervention, implementing gender-sensitive programs, and conducting further research to ensure sustained literacy improvements. This research contributes to enhancing literacy development among young learners in diverse socio-economic contexts.
