Reading approaches utilized by elementary educators in enhancing learners’ reading proficiency

Abstract

This study investigated the reading approaches utilized by elementary educators in enhancing learners’ reading proficiencyin the municipality of Laoag, Ilocos Norte. Utilizing a phenomenological research design, particularly descriptive phenomenology, it offers a detailed exploration of the lived experiences of 10 teachers from Laoag Central Elementary School. Data were collected using paper-and-pencil questionnaires and analyzed through thematic analysis to identify key themes and codes.
The findings indicated that educators adopt multiple approaches to enhance reading outcomes, including the use of structured reading programs, the provision of remedial sessions and targeted interventions, the reinforcement of foundational reading skills, and the strategic management of both time and educational resources. Despite these efforts, elementary educators face a range of significant challenges in their reading instruction. These include instructional burdens, resource constraints, learner-specific difficulties, and lack of adherence to remedial education programs. The study underscored the need for sustained institutional support, adequate training, and resource allocation to empower teachers in addressing the diverse and evolving literacy needs of their students.