Lived Experiences of Teachers in Handling Learners’ Reading Comprehension Difficulties

Reading comprehension issues refer to difficulties in understanding, interpreting, and making meaning from written text, which can negatively affect learners’ overall academic performance and learning progress. This study explored the lived experiences of teachers in addressing reading comprehension difficulties and implementing instructional strategies among Grade 5 and Grade 6 learners in selected elementary schools in the Misamis Occidental Division, Philippines. The study employed an existential-phenomenological research design. Participants were 10 teachers who were purposively selected. Data was gathered through semi-structured interview guide. Findings revealed five major themes: managing emotional, psychological, and physical demands; creating supportive environments in challenging learning environments; balancing time constraints and instructional demands; building collaborative and supportive relationships; and utilizing adaptive instructional resources and strategies. The findings highlighted teachers’ resilience, adaptability, collaboration, and commitment in addressing learners’ reading comprehension difficulties despite instructional challenges, limited resources, workload pressures, and diverse learner needs. The study recommends that school administrators, teachers, and education stakeholders strengthen instructional support systems, and resource provision to help teachers effectively address learners’ reading comprehension difficulties.

Adaptive Teaching, Instructional Strategies, Lived Experiences, Reading Comprehension, Struggling Readers, Teacher Resilience

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