EXPERIENCES OF KEY STAGE 1 TEACHERS IN ADDRESSING EMERGING READERS

Authors

Angelie C. Dominisac

Abstract

This qualitative phenomenological study examined the experiences and adaptive strategies of Key Stage 1 teachers in handling emerging readers in the Plaridel South District, Division of Misamis Occidental, during School Year 2025–2026. Specifically, it explored teachers’ experiences in addressing emerging readers’ needs, the instructional strategies employed to support reading development, and the challenges encountered in implementing these strategies, with the aim of proposing recommendations to improve reading instruction and support systems. Fifteen (15) purposively selected Key Stage 1 teachers handling Grades 1 to 3 participated in in-depth semi-structured interviews. Data were analyzed using Braun and Clarke’s (2006) thematic analysis. Findings revealed that teaching emerging readers is a demanding yet meaningful task characterized by assessment-driven instruction, emotional labor, and strong professional commitment. Teachers employed phonicsbased, differentiated, and learner-centered strategies, but faced constraints related to time, workload, resources, learner readiness, and home support. Despite these challenges, teachers demonstrated resilience and adaptability, highlighting the need for strengthened institutional and parental support.

Keywords

Key Stage 1 teachers, emerging readers, instructional strategies, challenges, qualitative phenomenological study