LIVED EXPERIENCES OF READING COORDINATORS IN HANDLING GRADE 7 STRUGGLING READERS: A PHENOMENOLOGICAL INQUIRY

Abstract

The purpose of this phenomenological study was to dig into the lived experiences of reading coordinators in handling grade 7 struggling readers. This study was participated by the four reading coordinators from the secondary schools of New Corella District, Division of Davao del Norte. These participants were selected through purposive sampling and approved selection criteria. Then, these participants undertook only in-depth interviews to gather the needed data. From the results, it showed that reading coordinators have different lived experiences, coping mechanisms and inferences in handling grade 7 struggling readers. The results revealed six major themes in the lived experiences of reading coordinators in handling grade 7 struggling readers; these were: Encountering Disinterested Students and Sense of Despondency, Experiencing Time Constraint, Encountering Students with Low Self-esteem, Concerns on Linguistic Comprehension, Language Barrier Issues and Phonetical Challenges. There were also four major themes emerged for reading coordinators coping mechanisms; namely: Adopting Experiential Learning Methods, Employing Rewards System, Cultivating Resiliency and Allocating Time Judiciously. Lastly, eleven (11) major themes revealed for the inferences of these experiences by teachers to the teaching of Reading in the Philippine Context; these were: Committing Fully to One’s Duty, Nurturing Motivation and Dedication, Evolving Strategies through Research and Training, Tailoring Pedagogies for Learning Needs, Feeling Sense of Fulfillment and Happiness, Applying Adaptive Strategies for Diverse Learning, Nurturing Positivity Despite the Challenges, Providing Support and Encouragement, Needing for Parental Guidance and Supervision, Encouraging Parental Involvement and Enhancing Reading Skills through Practice. In essence, the implications for teaching practice underscore the need for an inclusive, innovative, and emotionally supportive approach that addresses the multifaceted challenges faced by both reading coordinators and struggling readers.