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p-Index From 2021 - 2026
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All Journal Indonesian Journal of Research and Educational Review (IJRER)
Brian Dave A. Sibucao
Secondary Education major in English, Saint Louis University, Baguio City, Philippines
Religion Arts Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Navigating Reading Challenges: Phenomenological Study of Teachers Supporting Struggling Readers in Philippine Context Joselito C. Gutierrez; Dawn Lois D. Songyoen; Naomi Joy S. Raguindin; Khate Ashleey B. Respicio; Axcel Rey Sampaga; Brian Dave A. Sibucao; Cyril M. Simpliciano; Marc Russel M. Simpliciano; Hogan C. Tan; Anthony L. Tique; Ralph Henry B. Villacarlos
ETDC: Indonesian Journal of Research and Educational Review Vol. 6 No. 1 (2026): September - December
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v6i1.5549

Abstract

Struggling readers are a persistent concern in Philippine elementary education, yet research has largely examined student reading outcomes rather than the professional, emotional, and instructional experiences of the teachers who support these learners in resource-constrained, multilingual classrooms. This study investigated the lived experiences of elementary English teachers in identifying and supporting struggling readers, and how they adapt their pedagogy and negotiate contextual barriers. Transcendental phenomenological design was employed. Fifteen proficient public elementary English teachers in Baguio City, Philippines, were selected through criterion purposive sampling and interviewed using semi-structured, face-to-face interviews. Transcripts were analyzed using Braun and Clarke’s six-phase thematic analysis, and trustworthiness was supported through member checking. Four themes emerged: (a) diagnostic triage through standardized literacy assessments, (b) pedagogical flexibility and differentiated scaffolded instruction, (c) ecosystemic collaboration via remedial and peer networks, and (d) socio-contextual barriers, including parental illiteracy and resource constraints. The findings suggest that Vygotskian scaffolding must be extended to account for ecological and linguistic barriers in post-colonial multilingual classrooms, because its effectiveness is bounded by the educational and socioeconomic capital of the home. Implications for teacher professional development, curriculum localization, language-in-education policy, and parental partnership are discussed.
Co-Authors Anthony L. Tique Axcel Rey Sampaga Cyril M. Simpliciano Dawn Lois D. Songyoen Hogan C. Tan Joselito C. Gutierrez Khate Ashleey B. Respicio Marc Russel M. Simpliciano Naomi Joy S. Raguindin Ralph Henry B. Villacarlos