Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 49 no. 3 (2025)

How I Transformed a Non-Reader to an Independent Reader: An Interpretative Phenomenological Analysis on the Narratives of Best Performing Elementary Teachers

Rafdi Abasolo

Discipline: Education

 

Abstract:

Elementary teachers are tasked with teaching children how to read. Aside from the hefty workload of teaching English at different grade levels and sections, reading teachers, as they are called, are also weighed down by the additional burden of teaching each pupil how to read, honing students' reading abilities in general, and assisting struggling readers to improve. This study aimed to uncover the individual lived experiences of the top reading teachers in Davao del Sur. Specifically, the study aimed to identify their best practices in transforming non-readers into independent readers. Further, this study aimed to interpret and make sense of Reading teachers’ individual experiences from the researcher's perspective. Seven participants took part in this study. Aside from the emerging personal experiential themes, the results showed four superordinate themes: innovative use of learning domains, adherence to the CIP Principle, aspiring to self-fulfillment in developing an independent reader, and fostering family-school-community partnerships.



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