Teachers’ Lived Experiences in Implementing Remedial Reading Programs for Struggling Grade 7 Learners: Pedagogical Practices, Challenges, and Perceived Literacy Outcomes in Delfin Albano High School

Abstract

This qualitative phenomenological study explored teachers’ lived experiences in implementing remedial reading programs for struggling Grade 7 learners at Delfin Albano High School. Specifically, the study examined teachers’ pedagogical practices, instructional challenges, coping strategies, and perceived literacy outcomes in remedial reading instruction. Data were gathered through semi-structured in-depth interviews with twelve purposively selected teachers involved in remedial reading interventions. Thematic analysis following Braun and Clarke’s framework was utilized in analyzing the data. Findings revealed that teachers encountered significant challenges related to learners’ poor reading comprehension, limited vocabulary, weak decoding skills, low reading motivation, and inconsistent learner attendance. Despite these challenges, teachers implemented contextualized reading activities, phonics-based instruction, guided reading, peer-assisted learning, and differentiated literacy strategies to improve learner participation and reading competence. Participants further emphasized the importance of patience, emotional support, learner-centered instruction, and continuous reading practice in sustaining literacy development among struggling readers. Teachers also observed gradual improvements in learners’ confidence, oral reading fluency, vocabulary acquisition, and classroom participation. The findings underscore the importance of responsive and contextualized remedial reading interventions in supporting literacy recovery among struggling adolescent readers. The study highlights the need for strengthened literacy intervention programs, instructional resources, and professional development initiatives related to remedial reading instruction.