Challenges and approaches in teaching emerging readers: Experiences of Grade School teachers in the Philippines

Abstract

Early literacy development is a critical foundation for learners’ academic success, particularly in the primary grades where reading skills are first established. This study aimed to explore the difficulties encountered by Grade I and Grade II teachers in addressing emerging readers and to identify the strategies they use to support learners with reading challenges in the classroom. The study utilized a qualitative descriptive research design, collecting data through open-ended survey responses from sixteen (16) Grade I and II teachers.

Findings revealed that teachers commonly experience several challenges in teaching emerging readers. These include learners’ difficulty in recognizing letters and sounds, problems with decoding words, lack of retention of previously learned reading skills, limited parental support at home, and insufficient time for individualized instruction due to large class sizes and multiple school responsibilities. These difficulties often affect learners’ ability to comprehend lessons and perform well across other subject areas.

Despite these challenges, teachers employ various strategies to support struggling readers. These strategies include phonics-based instruction such as the Marungko approach, use of flashcards and reading materials, differentiated instruction, guided reading, peer tutoring, and individualized remediation sessions. Teachers also encourage parental involvement and establish reading routines to reinforce literacy skills outside the classroom.

The study concludes that teaching emerging readers requires patience, creativity, and continuous instructional adjustments to meet learners’ diverse needs. Providing teachers with adequate training, instructional resources, and institutional support is essential in strengthening early literacy instruction and improving the reading proficiency of learners in the primary grades.