Exploring Kindergarten Teachers’ Experiences in Using Teacher-Made Interactive Reading Materials
Year: 2026
Type: article
Abstract: Background and Aim: Teacher-made interactive reading materials can provide context-responsive opportunities for early literacy instruction. This study explored kindergarten teachers’ experiences in developing and using these materials in Tubod, Lanao del Norte, Philippines, focusing on preparation, instructional use, perceived benefits, challenges, and coping strategies. Materials and Methods: A qualitative single-case study involved seven purposively selected public-school kindergarten teachers with relevant experience. Data were collected through semi-structured interviews, field notes, artifact analysis, and document review and analysed thematically. Triangulation and member checking supported credibility. Classroom observations were not conducted. Results: Teachers developed three main categories of materials: flash cards and charts, multisensory and hands-on resources, and materials informed by the Marungko Approach and Claveria Technique. Preparation reflected learning objectives, learner readiness, and available low-cost resources. Teachers integrated the materials into guided instruction, scaffolding, questioning, modelling, repeated practice, and play-based activities. They reported increased attention and participation, as well as support for letter–sound recognition and foundational reading skills. Financial constraints, preparation demands, and limited durability complicated implementation. Teachers addressed these challenges through alternative and backup materials, durable resources, resource optimisation, and instructional flexibility. Conclusion: Teacher-made interactive reading materials offered adaptable resources for kindergarten literacy instruction, reflecting teachers’ creativity and responsiveness to classroom needs. Reported benefits represent teachers’ perceptions rather than independently measured learning gains or causal effects. Institutional support should prioritise instructional resources, preparation time, collaborative development, professional learning, and material reproduction and maintenance.
Authors: Verly B. Jaug, Ellen Romarate
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: hybrid
OpenAlex ID: W7225610672