Lived Experiences of Elementary Teachers in Handling Struggling Readers: A Qualitative Study
DOI:
https://doi.org/10.5281/zenodo.21275971Keywords:
academic performance, literacy intervention, reading difficulties, struggling readers, teachers lived experiencesAbstract
Reading is a fundamental skill that significantly influences learners’ academic achievement and overall educational development. This study explored the lived experiences of elementary teachers handling struggling readers at an elementary school in Banga, Aklan, Philippines. Specifically, it examined the challenges encountered by teachers, the common reading difficulties experienced by learners, the support and remediation practices implemented, the instructional strategies used to improve reading skills, and the school-based interventions recommended to enhance literacy development. The study employed a qualitative descriptive research design. Six teachers from Grades 2 to 6 were purposively selected as participants due to their direct experience in handling struggling readers. Data were gathered through semi-structured interviews and analyzed using thematic analysis. The findings revealed that teachers encountered challenges related to limited instructional time, diverse learner needs, low learner motivation, and insufficient parental support. Struggling readers commonly experience difficulties in reading fluency, comprehension, vocabulary development, word recognition, pronunciation, and phonics-related skills, which adversely affect their academic performance and classroom participation. Teachers addressed these difficulties through remedial reading sessions, guided reading, individualized instruction, and continuous monitoring. Effective instructional strategies included differentiated instruction, repeated reading, phonics-based activities, scaffolding, interactive learning activities, and technology-enhanced instruction. Participants further emphasized the importance of instructional resources, teacher training, early intervention programs, and strong home-school partnerships. The study highlights the need for collaborative and sustained literacy interventions to improve the academic performance of struggling readers and promote long-term reading success.
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