Exploring Reading Strategies of Teachers in Addressing Reading Difficulties of Elementary Students
Year: 2025
Type: article
Abstract: Reading serves as a guiding light of knowledge that brightens the journey toward academic success, eliminating the shadows of illiteracy. It is an essential skill that enables learners to access information, cultivate critical thinking, and promote continuous learning. When students achieve proficiency in reading, they can confidently and independently navigate their educational paths. In the early stages of a student's life, developing strong reading skills is vital, as these abilities lay the groundwork for learning across all subjects. Through a qualitative phenomenological study, the researcher examined the experiences and teaching strategies of elementary school teachers in addressing reading challenges faced by their students. The participants included ten elementary teachers from various schools in Davao del Norte. The findings yielded unique and significant narratives that illuminated the teachers' experiences, coping strategies, and the moral values they upheld. From the teachers' experiences, three main themes emerged: lack of student engagement, challenges in reading comprehension, and variations in students' learning styles. Correspondingly, three primary strategies were identified: repeated reading, paired reading, and meaning analysis—each used to improve students' reading fluency and comprehension. Additionally, the study highlighted three fundamental values embraced by teachers: gentle guidance, steadfast resilience, and the innovative use of available reading materials. In conclusion, this study emphasizes teachers' dedication and commitment to providing their students with vital reading skills. It highlights the importance of reading as a foundational element for lifelong learning, academic success, and personal development, particularly within the elementary education context.
Author: Rodrigo, Ligie
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W6968096171
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