Exploring Teachers’ Perceptions and Classroom Practices in Addressing Grade 1 Non-Readers at Sitio Tapayan Elementary School

Genalyn L. Maglipas; Celso C. Dumalig

doi:10.59890/ijaer.v4i2.241

Authors

Genalyn L. Maglipas Sitio Tapayan Elementary School
Celso C. Dumalig Department of Education, Echague, Isabela

DOI:

https://doi.org/10.59890/ijaer.v4i2.241

Keywords:

Non-Readers, Teachers’ Perceptions, Reading Instruction

Abstract

This study explored teachers’ perceptions and classroom practices in addressing Grade 1 non-readers at Sitio Tapayan Elementary School, Taytay, Rizal. Using a qualitative descriptive design, data were collected through interviews and classroom observations and analyzed using thematic analysis. Findings revealed that teachers face emotional and instructional challenges but remain committed to improving learners’ reading skills. They employ strategies such as phonics instruction, guided reading, and remedial interventions while adapting to diverse learner needs despite limited resources and large class sizes. Challenges identified include insufficient materials, low learner motivation, and limited parental support. The study concludes that effective literacy instruction requires structured strategies, teacher competence, and strong institutional and parental support.

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