Teacher Designed Literacy Interventions for Beginning Reader Confidence
DOI:
https://doi.org/10.5281/zenodo.22930599Keywords:
adaptive instruction, beginning readers, learner confidence, literacy intervention, progress monitoring, teacher-designed instructionAbstract
This study investigated how teacher-designed literacy interventions supported the confidence of beginning readers in public elementary schools in Baggao, Cagayan. Using a cross-level explanatory association design, the study involved 48 public elementary school teachers and 96 early-grade learners. Teacher-designed literacy interventions were assessed in terms of needs-responsive planning, foundational reading support, adaptive instructional delivery, and feedback with progress adjustment, while learner confidence was examined through willingness to read, persistence during difficulty, perceived reading capability, and participation in literacy tasks. Descriptive statistics and two-level linear mixed-effects modeling were employed to account for the nesting of learners within teachers. Results showed that teachers demonstrated a high overall level of literacy intervention practice, with foundational reading support receiving the strongest rating. Beginning reader confidence, however, remained moderate, particularly in perceived reading capability and persistence during challenging tasks. Multilevel analysis revealed that 17.2% of the variation in learner confidence occurred at the teacher level. Adaptive instructional delivery and feedback with progress adjustment emerged as significant predictors of confidence, while needs-responsive planning and foundational reading support did not independently predict learner confidence when considered simultaneously. The findings indicate that literacy interventions become more supportive of confidence when teachers continuously adjust instruction according to learner response rather than relying solely on predetermined activities. Strengthening progress monitoring, responsive scaffolding, and feedback-driven instructional adjustment is therefore recommended to support both reading development and learner confidence.
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