Lived Experiences of Elementary English Teachers in Conducting Intervention Programs to Struggling Readers

Abstract

INTRODUCTION

In the past years, reading comprehension has been one of the most studied field related to education. Most of the studies were about the factors of being a struggling reader and the programs to aid these struggling readers. Brooks (2007) and Singleton, (2009) stated that when it comes to failing readers, ordinary class teaching is not enough, and specialist interventions are required The study focuses on the lived experiences of elementary English teachers in conducting intervention programs to struggling readers.

METHODS

This study is qualitative phenomenological in nature that aims to determine the lived experiences of elementary English teachers in conducting intervention programs to struggling readers. An individual in-depth interview was conducted among six female teachers who were purposively chosen. Interviews were transcribed and were validated by the participants. Then, data were coded to create themes that answered the research questions.

RESULTS

Study findings revealed various themes emerged from data such as difficulty in conducting intervention programs due to (a) lack of participation; (b) poor contemplation of students; and (c) deviance of students to teachers and (d) ability to consistently interact and work at the same time.

DISCUSSIONS

English teachers had a hard time conducting Intervention Programs to struggling readers as they had experienced and observed that the student's knowledge is lacking. The student's attention on reading is dejected since their focus was more on playing. In many ways, conducting such intervention programs for students to learn really involves the teacher's effort to sustain the need of every struggling reader.