BRIDGING THE READING GAP: A PHENOMENOLOGICAL STUDY ON ENGLISH TEACHERS’ LIVED EXPERIENCES IN TEACHING STRUGGLING READERS

Education

Reading difficulties among secondary learners continue to hinder literacy development and academic achievement, creating challenges for English teachers in public schools. The aim of this study was to explore the lived experiences of English teachers in teaching struggling readers and to understand the challenges they encounter, the strategies they employ, and the insights they gain from these experiences. The study was conducted among seven secondary English teachers from selected public secondary schools in Sta. Josefa, Agusan del Sur, which employed a qualitative phenomenological research design. Participants were selected through purposive sampling, and data were collected through in-depth interviews using a researcher-developed interview guide. Thematic analysis was used after the data were collected. Findings revealed that teachers faced challenges including learners’ poor reading skills, low motivation, learning gaps, large class sizes, and limited instructional resources. Participants responded to these challenges with differentiated instruction, reading interventions, and collaboration with parents and colleagues to support learners. The findings demonstrated that teachers needed to be resilient, adaptable, and committed to effectively address the diverse needs of struggling readers. These findings led to the development of an intervention program, Project BRIDGE, to provide increased literacy support and better reading outcomes for struggling readers. The study concludes that successful literacy instruction requires flexible teaching strategies, ongoing support systems, and targeted interventions for struggling readers.

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