Multimodal Reading Model for a Rural Elementary School

This study intends to develop a multimodal learning model to assist teachers in addressing issues related to students’ poor reading performance in a rural elementary school in the Province of Sorsogon, Philippines. The study used the qualitative case study method to achieve its objectives. Data were acquired through document reviews, individual interviews, and focus group discussions with the informants purposefully selected for the study. Results showed that for the school year 2023 to 2024, out of 166 learners, four pupils belonged to the description of meeting expectations; 53 belonged to full intervention; 55 belonged to moderate intervention; and 54 belonged to light intervention. Meanwhile, for the school year 2022 to 2023, out of 202 learners, 30 pupils belonged to the description of meeting expectations; 16 belonged to full intervention; 104 belonged to moderate intervention; and 52 belonged to light intervention. Given this reading performance, this study proposes a multimodal reading model for a rural elementary school. The goal is to enhance the reading proficiency of the pupils by supporting reading teachers who use multimodal reading models to teach non-readers. The teachers’ feedback on using multimodal reading tools revealed both their positive and challenging experiences. Future studies may aim to develop, implement, and evaluate advanced multimodal reading technologies used in autonomous cooperative learning and reading intervention programs and activities.