Best practices in teaching reading: A phenomenological study

Roverjean Nocos Garcia 1, * and Romulo Gonzales Doronio 2

1 Department of Education, Montevista, Davao de Oro, Philippines.
2 Graduate School Faculty, Assumption College of Nabunturan, Philippines.
Research Article
World Journal of Advanced Research and Reviews, 2024, 23(01), 293–301
Article DOI: 10.30574/wjarr.2024.23.1.2042
Publication history: 
Received on 27 May 2024; revised on 03 July 2024; accepted on 05 July 2024
This study explored the lived experiences, strategies, best practices, and suggestions of reading teachers in teaching reading in the Montevista District, Davao de Oro. Utilizing a qualitative-phenomenological research method, data were collected through random sampling from eight reading teachers across four participating schools using individual in-depth interviews. The results revealed that reading teachers experienced difficulties in teaching reading, primarily due to the lack of early phonological awareness instruction in the lower grades. Additionally, the study identified several effective teaching strategies, including the use of individualized teaching methods, video materials, and the early introduction of phonological awareness. Based on these findings, it can be concluded that emphasizing phonological awareness at an earlier stage, regularly following up on learners' development, and involving parents in understanding their child’s reading skills and progress are crucial. The study recommends that the reading coordinator of Montevista District in Davao de Oro implement more diverse reading strategies, provide additional materials, and offer more training opportunities for teaching reading.
Phonological Awareness; Lived Experiences; Strategies; Best Practices; Suggestions; Phenomenological Study
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