Teaching Beginning Readers: A Phenomenological Exploration of Teachers’ Experiences in Developing Reading Skills Among Grade 1 Learners

Authors

  • Florencia De Guzman North Eastern College Author

DOI:

https://doi.org/10.64358/spx38a37

Keywords:

beginning readers, foundational literacy, reading skills, Grade 1, phenomenology, reading instruction, Asipulo District

Abstract

Developing foundational reading skills during the early grades is essential to learners’ later academic success, yet teaching beginning readers remains a complex task because Grade 1 learners differ in language exposure, phonological awareness, vocabulary, decoding ability, comprehension, learning pace, and home literacy support. This qualitative phenomenological study explored the lived experiences of Grade 1 teachers in developing the reading skills of beginning readers in the District of Asipulo. The study focused on teachers’ experiences, challenges, instructional practices, adaptive strategies, and perceptions of the factors that support or hinder early reading development. Participants were purposively selected Grade 1 teachers from elementary schools within the district who had direct experience teaching Reading and Literacy or related language learning areas. Data were gathered through semi-structured interviews and analyzed phenomenologically through significant statements, coding, clustering of meanings, thematic development, and synthesis of the essence of participants’ experiences. Teachers reported positive experiences when learners gradually recognized sounds, blended words, read independently, and developed confidence, while negative experiences included limited vocabulary, inconsistent attendance, difficulty retaining previously learned skills, varying home support, and substantial instructional demands. The findings underscore the importance of systematic foundational literacy instruction, differentiated teaching, meaningful reading materials, family involvement, continuous formative assessment, and sustained professional support for Grade 1 teachers.

Developing foundational reading skills during the early grades is essential to learners’ later academic success, yet teaching beginning readers remains a complex task because Grade 1 learners differ in language exposure, phonological awareness, vocabulary, decoding ability, comprehension, learning pace, and home literacy support. This qualitative phenomenological study explored the lived experiences of Grade 1 teachers in developing the reading skills of beginning readers in the District of Asipulo. The study focused on teachers’ experiences, challenges, instructional practices, adaptive strategies, and perceptions of the factors that support or hinder early reading development. Participants were purposively selected Grade 1 teachers from elementary schools within the district who had direct experience teaching Reading and Literacy or related language learning areas. Data were gathered through semi-structured interviews and analyzed phenomenologically through significant statements, coding, clustering of meanings, thematic development, and synthesis of the essence of participants’ experiences. Teachers reported positive experiences when learners gradually recognized sounds, blended words, read independently, and developed confidence, while negative experiences included limited vocabulary, inconsistent attendance, difficulty retaining previously learned skills, varying home support, and substantial instructional demands. The findings underscore the importance of systematic foundational literacy instruction, differentiated teaching, meaningful reading materials, family involvement, continuous formative assessment, and sustained professional support for Grade 1 teachers.

Developing foundational reading skills during the early grades is essential to learners’ later academic success, yet teaching beginning readers remains a complex task because Grade 1 learners differ in language exposure, phonological awareness, vocabulary, decoding ability, comprehension, learning pace, and home literacy support. This qualitative phenomenological study explored the lived experiences of Grade 1 teachers in developing the reading skills of beginning readers in the District of Asipulo. The study focused on teachers’ experiences, challenges, instructional practices, adaptive strategies, and perceptions of the factors that support or hinder early reading development. Participants were purposively selected Grade 1 teachers from elementary schools within the district who had direct experience teaching Reading and Literacy or related language learning areas. Data were gathered through semi-structured interviews and analyzed phenomenologically through significant statements, coding, clustering of meanings, thematic development, and synthesis of the essence of participants’ experiences. Teachers reported positive experiences when learners gradually recognized sounds, blended words, read independently, and developed confidence, while negative experiences included limited vocabulary, inconsistent attendance, difficulty retaining previously learned skills, varying home support, and substantial instructional demands. The findings underscore the importance of systematic foundational literacy instruction, differentiated teaching, meaningful reading materials, family involvement, continuous formative assessment, and sustained professional support for Grade 1 teachers.

Developing foundational reading skills during the early grades is essential to learners’ later academic success, yet teaching beginning readers remains a complex task because Grade 1 learners differ in language exposure, phonological awareness, vocabulary, decoding ability, comprehension, learning pace, and home literacy support. This qualitative phenomenological study explored the lived experiences of Grade 1 teachers in developing the reading skills of beginning readers in the District of Asipulo. The study focused on teachers’ experiences, challenges, instructional practices, adaptive strategies, and perceptions of the factors that support or hinder early reading development. Participants were purposively selected Grade 1 teachers from elementary schools within the district who had direct experience teaching Reading and Literacy or related language learning areas. Data were gathered through semi-structured interviews and analyzed phenomenologically through significant statements, coding, clustering of meanings, thematic development, and synthesis of the essence of participants’ experiences. Teachers reported positive experiences when learners gradually recognized sounds, blended words, read independently, and developed confidence, while negative experiences included limited vocabulary, inconsistent attendance, difficulty retaining previously learned skills, varying home support, and substantial instructional demands. The findings underscore the importance of systematic foundational literacy instruction, differentiated teaching, meaningful reading materials, family involvement, continuous formative assessment, and sustained professional support for Grade 1 teachers.

Developing foundational reading skills during the early grades is essential to learners’ later academic success, yet teaching beginning readers remains a complex task because Grade 1 learners differ in language exposure, phonological awareness, vocabulary, decoding ability, comprehension, learning pace, and home literacy support. This qualitative phenomenological study explored the lived experiences of Grade 1 teachers in developing the reading skills of beginning readers in the District of Asipulo. The study focused on teachers’ experiences, challenges, instructional practices, adaptive strategies, and perceptions of the factors that support or hinder early reading development. Participants were purposively selected Grade 1 teachers from elementary schools within the district who had direct experience teaching Reading and Literacy or related language learning areas. Data were gathered through semi-structured interviews and analyzed phenomenologically through significant statements, coding, clustering of meanings, thematic development, and synthesis of the essence of participants’ experiences. Teachers reported positive experiences when learners gradually recognized sounds, blended words, read independently, and developed confidence, while negative experiences included limited vocabulary, inconsistent attendance, difficulty retaining previously learned skills, varying home support, and substantial instructional demands. The findings underscore the importance of systematic foundational literacy instruction, differentiated teaching, meaningful reading materials, family involvement, continuous formative assessment, and sustained professional support for Grade 1 teachers.

Developing foundational reading skills during the early grades is essential to learners’ later academic success, yet teaching beginning readers remains a complex task because Grade 1 learners differ in language exposure, phonological awareness, vocabulary, decoding ability, comprehension, learning pace, and home literacy support. This qualitative phenomenological study explored the lived experiences of Grade 1 teachers in developing the reading skills of beginning readers in the District of Asipulo. The study focused on teachers’ experiences, challenges, instructional practices, adaptive strategies, and perceptions of the factors that support or hinder early reading development. Participants were purposively selected Grade 1 teachers from elementary schools within the district who had direct experience teaching Reading and Literacy or related language learning areas. Data were gathered through semi-structured interviews and analyzed phenomenologically through significant statements, coding, clustering of meanings, thematic development, and synthesis of the essence of participants’ experiences. Teachers reported positive experiences when learners gradually recognized sounds, blended words, read independently, and developed confidence, while negative experiences included limited vocabulary, inconsistent attendance, difficulty retaining previously learned skills, varying home support, and substantial instructional demands. The findings underscore the importance of systematic foundational literacy instruction, differentiated teaching, meaningful reading materials, family involvement, continuous formative assessment, and sustained professional support for Grade 1 teachers.

Developing foundational reading skills during the early grades is essential to learners’ later academic success, yet teaching beginning readers remains a complex task because Grade 1 learners differ in language exposure, phonological awareness, vocabulary, decoding ability, comprehension, learning pace, and home literacy support. This qualitative phenomenological study explored the lived experiences of Grade 1 teachers in developing the reading skills of beginning readers in the District of Asipulo. The study focused on teachers’ experiences, challenges, instructional practices, adaptive strategies, and perceptions of the factors that support or hinder early reading development. Participants were purposively selected Grade 1 teachers from elementary schools within the district who had direct experience teaching Reading and Literacy or related language learning areas. Data were gathered through semi-structured interviews and analyzed phenomenologically through significant statements, coding, clustering of meanings, thematic development, and synthesis of the essence of participants’ experiences. Teachers reported positive experiences when learners gradually recognized sounds, blended words, read independently, and developed confidence, while negative experiences included limited vocabulary, inconsistent attendance, difficulty retaining previously learned skills, varying home support, and substantial instructional demands. The findings underscore the importance of systematic foundational literacy instruction, differentiated teaching, meaningful reading materials, family involvement, continuous formative assessment, and sustained professional support for Grade 1 teachers.

References

Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19(1), 5–51.

Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.

Ehri, L. C. (2014). Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. Scientific Studies of Reading, 18(1), 5–21.

Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6–10.

Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing, 2, 127–160.

Moustakas, C. (1994). Phenomenological research methods. SAGE Publications.

National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development.

Scarborough, H. S. (2001). Connecting early language and literacy to later reading disabilities: Evidence, theory, and practice. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 97–110). Guilford Press.

Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. National Academy Press.

Downloads

Published

2026-11-15

Issue

Vol. 2 No. 4 (2026): International Journal of Education, Literacies and Curriculum Studies

Section

Articles