Investigating teachers’ learning strategies and challenges in developing reading readiness among primary learners

Abstract

This study, titled “Investigating Learning Strategies of Teachers for Reading Readiness in Primary Learners,” aimed to explore the instructional strategies used by teachers to develop reading readiness among young learners and to identify the challenges they encounter in implementing these strategies. The study employed a descriptive research design and involved ten primary school teachers from Bacarra Central Elementary School, Santo Cristo Elementary School, and the Special Education Center in Bacarra, Ilocos Norte. Data were collected through online interview questionnaires and analyzed using qualitative content analysis.

The findings revealed that teachers use a combination of strategies such as phonics instruction, storytelling, play-based and interactive activities, visual aids, and shared reading to enhance foundational literacy skills, including phonemic awareness, vocabulary, and comprehension. However, teachers faced challenges such as varied learner abilities, limited parental support, lack of resources, and time constraints. The study concludes that effective reading readiness instruction requires the collaborative efforts of teachers, parents, school administrators, and policymakers to create a supportive, literacy-rich environment that nurtures young learners’ reading skills and motivation.