World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue II (February 2026), pp.401-404
Quenie Jean C. Afable
Master Teacher II, Department of Education – Masbate Province
Introduction
Reading plays an important role in a learner’s success in school. When students can read well, they are usually able to follow lessons more easily and participate in class activities with confidence. In many classrooms, however, teachers still see learners who struggle with reading.
Teachers often observe hesitation in word recognition, difficulty applying phonics rules, limited vocabulary, and struggles in deriving meaning from texts. Many interventions remain generalized and are not consistently informed by systematic documentation of teachers’ classroom observations.
In Dimasalang District, Masbate, specific contextual factors may exacerbate these challenges. In coastal and island communities, schools do not always have easy access to books and other reading materials. Some parents can support their children's reading at home, but for others, work demands or financial pressures make it challenging. This means that learners’ exposure to reading materials beyond school can vary greatly. Despite national and regional reports on literacy issues, less attention has been given to documenting the day-to-day observations of teachers in specific school contexts.
This study focused on identifying the reading difficulties teachers notice among their learners and using those observations to guide possible interventions. The study drew from established theories about how children learn. These theories look at how thinking develops over time, how students make sense of words and meaning when reading, and how their environment shapes the way they learn. The research described the teachers’ background information, examined the types of reading challenges they reported, explored whether teacher characteristics were related to these observations, and suggested practical strategies to support learners’ reading development.
https://doi.org/10.65494/pinagpalapublishing.159
