Abstract
This study aimed to undermine the realities of reading instruction in three multigrade schools in Quezon province during the COVID-19 pandemic. They analyzed data obtained from Phil-IRI in the past three years and focused on how teachers implemented reading instruction in multigrade settings. The researchers investigated the interventions they employed. Results revealed that parental involvement played a critical role in reading instruction. Teachers espoused varied reading strategies and focused on material selection, integration, and contextualization. Formative strategies, home visitations, and interventions that involved parents were implemented. Keywords: multigrade, reading, reading instruction, strategies, reading skills, last mile school
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