BEHIND THE READING PROGRAM: A PHENOMENOLOGICAL STUDY ON TEACHERS’ CHALLENGES AND STRATEGIC READING INTERVENTIONS TO HELP STRUGGLING READERS
Session
Education and Development
Description
This phenomenological study aims to explore the lived experiences of reading teachers about their challenges in handling struggling readers and the strategic reading interventions they use to help them. The data were collected from five (5) participants through personal interviews using open-ended questions. All responses were recorded for transcription using cellular phone. In terms of data analysis, Colaizzi’s method was used. After a thorough analysis of the transcripts, the following three (3) themes emerged to capture their lived experience: patience, time, and instructional management are of essence, parents should be involved, and varied approaches and methods are necessary. The study concluded that the lived experiences of the reading teachers are crucial and varied. With time and dedication being invested, things like budget of work and instructional management are partly affected. As a strategic reading intervention, teachers believe that parents should be greatly involved. They also find various reading interventions effective because gradual improvements were observed from their struggling readers. Considering these findings, it is recommended that the explored lived experiences be considered as a basis for reading teachers, school heads, district supervisors, students, and future researchers to assess the appropriate seminars and trainings that the teachers needed to attend to regarding the difficulties they encounter.
Keywords:
Lived experience, Reading teachers, Challenges, Strategic reading interventions, Gradual improvement, Seminars, Trainings
Proceedings Editor
Edmond Hajrizi
ISBN
978-9951-550-47-5
Location
UBT Kampus, Lipjan
Start Date
30-10-2021 12:00 AM
End Date
30-10-2021 12:00 AM
DOI
10.33107/ubt-ic.2021.418
Recommended Citation
BALDEVARONA, SHEENA B., "BEHIND THE READING PROGRAM: A PHENOMENOLOGICAL STUDY ON TEACHERS’ CHALLENGES AND STRATEGIC READING INTERVENTIONS TO HELP STRUGGLING READERS" (2021). UBT International Conference. 437.
https://knowledgecenter.ubt-uni.net/conference/2021UBTIC/all-events/437
BEHIND THE READING PROGRAM: A PHENOMENOLOGICAL STUDY ON TEACHERS’ CHALLENGES AND STRATEGIC READING INTERVENTIONS TO HELP STRUGGLING READERS
UBT Kampus, Lipjan
This phenomenological study aims to explore the lived experiences of reading teachers about their challenges in handling struggling readers and the strategic reading interventions they use to help them. The data were collected from five (5) participants through personal interviews using open-ended questions. All responses were recorded for transcription using cellular phone. In terms of data analysis, Colaizzi’s method was used. After a thorough analysis of the transcripts, the following three (3) themes emerged to capture their lived experience: patience, time, and instructional management are of essence, parents should be involved, and varied approaches and methods are necessary. The study concluded that the lived experiences of the reading teachers are crucial and varied. With time and dedication being invested, things like budget of work and instructional management are partly affected. As a strategic reading intervention, teachers believe that parents should be greatly involved. They also find various reading interventions effective because gradual improvements were observed from their struggling readers. Considering these findings, it is recommended that the explored lived experiences be considered as a basis for reading teachers, school heads, district supervisors, students, and future researchers to assess the appropriate seminars and trainings that the teachers needed to attend to regarding the difficulties they encounter.