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Title: :  Lived Experiences of Reading Program Implementers in the New Normal Reading Curriculum
PaperId: :  24423
Published in:   International Journal Of Advance Research And Innovative Ideas In Education
Publisher:   IJARIIE
e-ISSN:   2395-4396
Volume/Issue:    Volume 10 Issue 3 2024
DUI:    16.0415/IJARIIE-24423
Licence: :   IJARIIE is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Author NameAuthor Institute
Christine Mae L. OtazaDepartment of Education
Melody M. Idul, PhDAssumption College of Nabunturan

Abstract

Education
Reading, Reading Program Implementers, Phenomenological approach, Veruela, Agusan del Sur
The goal of this research was to describe the experiences of teachers in Veruela District, Agusan del Sur as reading program implementers. Employing phenomenological approach among seven teacher participants, in-depth interview was conducted which answered the four fundamental questions. Essential themes were generated out from their responses to the research questions. The findings uncovered the participants lived experiences, and from it seven themes emerged: expecting students already know how to read, most students are slow readers, having a hard time implementing reading program to students, able to know the reading level of the students, able to influence students in reading, providing appropriate reading activities and able to know the learners capacity in reading. The participants also shared the challenges they encountered as reading program implementers, from which emerged five themes: the absenteeism of learners, learners lack of interest, the attendance of learners, providing time in reading implementation, and addition to workload. Further, for the coping mechanisms they revealed ten essential themes: conduct a meeting, prepared reading materials in different reading levels, peer-tutoring, providing differentiated activities, send letters to parents whose child is always absent, home visits, parents and students, students and co-teachers, ask parents to assist their child in reading, and technical assistance from co-teachers Lastly, for the insights, eight themes emerged: use appropriate reading materials, develop time management, be patient, provide more time in reading activities, provide assistance to the reading programs implementers, provide specified time and teacher for reading implementation, improvement on learners reading and comprehension skills, and upcoming high school students already know how to read. In view of the above, research and educational practices should continue to evolve to meet the changing needs of students in the new normal. Prioritizing early literacy interventions, continuous development of reading programs, and a coordinated effort to foster strong reading skills among students are essential steps towards a brighter educational future.

Citations

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IJARIIE Christine Mae L. Otaza, and Melody M. Idul, PhD. "Lived Experiences of Reading Program Implementers in the New Normal Reading Curriculum" International Journal Of Advance Research And Innovative Ideas In Education Volume 10 Issue 3 2024 Page 6256-6274
MLA Christine Mae L. Otaza, and Melody M. Idul, PhD. "Lived Experiences of Reading Program Implementers in the New Normal Reading Curriculum." International Journal Of Advance Research And Innovative Ideas In Education 10.3(2024) : 6256-6274.
APA Christine Mae L. Otaza, & Melody M. Idul, PhD. (2024). Lived Experiences of Reading Program Implementers in the New Normal Reading Curriculum. International Journal Of Advance Research And Innovative Ideas In Education, 10(3), 6256-6274.
Chicago Christine Mae L. Otaza, and Melody M. Idul, PhD. "Lived Experiences of Reading Program Implementers in the New Normal Reading Curriculum." International Journal Of Advance Research And Innovative Ideas In Education 10, no. 3 (2024) : 6256-6274.
Oxford Christine Mae L. Otaza, and Melody M. Idul, PhD. 'Lived Experiences of Reading Program Implementers in the New Normal Reading Curriculum', International Journal Of Advance Research And Innovative Ideas In Education, vol. 10, no. 3, 2024, p. 6256-6274. Available from IJARIIE, https://ijariie.com/AdminUploadPdf/Lived_Experiences_of_Reading_Program_Implementers_in_the_New_Normal_Reading_Curriculum_ijariie24423.pdf (Accessed : ).
Harvard Christine Mae L. Otaza, and Melody M. Idul, PhD. (2024) 'Lived Experiences of Reading Program Implementers in the New Normal Reading Curriculum', International Journal Of Advance Research And Innovative Ideas In Education, 10(3), pp. 6256-6274IJARIIE [Online]. Available at: https://ijariie.com/AdminUploadPdf/Lived_Experiences_of_Reading_Program_Implementers_in_the_New_Normal_Reading_Curriculum_ijariie24423.pdf (Accessed : )
IEEE Christine Mae L. Otaza, and Melody M. Idul, PhD, "Lived Experiences of Reading Program Implementers in the New Normal Reading Curriculum," International Journal Of Advance Research And Innovative Ideas In Education, vol. 10, no. 3, pp. 6256-6274, May-Jun 2024. [Online]. Available: https://ijariie.com/AdminUploadPdf/Lived_Experiences_of_Reading_Program_Implementers_in_the_New_Normal_Reading_Curriculum_ijariie24423.pdf [Accessed : ].
Turabian Christine Mae L. Otaza, and Melody M. Idul, PhD. "Lived Experiences of Reading Program Implementers in the New Normal Reading Curriculum." International Journal Of Advance Research And Innovative Ideas In Education [Online]. volume 10 number 3 ().
Vancouver Christine Mae L. Otaza, and Melody M. Idul, PhD. Lived Experiences of Reading Program Implementers in the New Normal Reading Curriculum. International Journal Of Advance Research And Innovative Ideas In Education [Internet]. 2024 [Cited : ]; 10(3) : 6256-6274. Available from: https://ijariie.com/AdminUploadPdf/Lived_Experiences_of_Reading_Program_Implementers_in_the_New_Normal_Reading_Curriculum_ijariie24423.pdf
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