TRANSFORMING NON-READERS INTO INDEPENDENT READERS: BEST PRACTICES OF ELEMENTARY SCHOOL TEACHERS IN DAVAO CITY, PHILIPPINES

John Harry S. Caballo

Abstract


This study employed Interpretative Phenomenological Analysis (IPA) to explore the best practices of elementary teachers in transforming non-readers into independent readers. Seven elementary teachers from different public institutions in Davao City, Philippines, shared their best practices through in-depth interviews. The results revealed three superordinate themes: Upon reflecting on their practices, the teachers acknowledged the vital role of parent-teacher collaboration; the teachers highlighted the importance of devoting time to reading through reading sessions and remediation; and the teachers emphasized the significance of boosting students' motivation through positive feedback and encouragement. This study underscored the pivotal role of parents and the need for their active involvement in supporting non-readers. It emphasized the significance of early identification and timely interventions tailored to the specific needs of non-readers, such as individualized instruction, small-group activities, or specialized reading programs. Furthermore, the study highlighted the importance of creating an engaging and motivating reading environment through positive and supportive activities to foster a love for reading among non-readers. The insights gained from this study contribute to the broader discourse on effective literacy practices in elementary education.

Keywords


non-readers, independent readers, IPA, reading teachers, Philippines

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References


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DOI: http://dx.doi.org/10.46827/ejes.v12i7.6098

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