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

Rhilene I. Taganas, Ryan A. Jancinal
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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.
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阅读协调员处理七年级学习困难学生的生活经验:现象学调查
本现象学研究旨在挖掘阅读协调员在处理七年级学习困难学生时的生活经验。北达沃省新科雷拉区中学的四位阅读协调员参与了本研究。这些参与者是通过有目的的抽样和认可的选择标准选出的。然后,这些参与者只进行了深入访谈,以收集所需的数据。访谈结果显示,阅读协调员在处理七年级学困生方面有着不同的生活经验、应对机制和推断。结果显示,阅读协调员在处理七年级学困生时的生活经验有六大主题,分别是分别是:遇到不感兴趣的学生和挫败感、时间限制、遇到自卑的学生、对语言理解能力的关注、语言障碍问题和语音挑战。阅读协调员的应对机制也有四大主题,即采用体验式学习方法、采用奖励制度、培养应变能力和合理分配时间。最后,有十一(11)个主题揭示了教师们的这些经验对菲律宾阅读教学的启示,它们是: 1:全心全意履行职责、培养积极性和奉献精神、通过研究和培训不断改进策略、根据学习需要调整教学法、感受到成就感和幸福感、针对不同的学习应用适应性策略、克服困难培养积极性、提供支持和鼓励、需要家长的指导和监督、鼓励家长参与以及通过实践提高阅读技能。总之,对教学实践的影响强调了需要一种包容、创新和情感支持的方法,以应对阅读协调员和有困难的读者所面临的多方面挑战。
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