Exploring the Lived Experiences of Grade 3 Teachers in Implementing Reading Comprehension Strategies

This research is conducted to determine the lived experience of grade 3 teachers in teaching reading comprehension strategies under the K to 12 curricula in Caraga South District, Davao Oriental, Region XI, Philippines. The research aimed to investigate various teaching methods that will mitigate the reading achievements and comprehension of the learners. This investigation utilized a qualitative interpretative phenomenological research design and data was collected through an established semi-structured interview guide through in-depth interviews with five teacher-participants. For adequate results, thematic analysis was applied to discover the themes underlying the responses of the teachers to gain insight into how the teachers applied various techniques to improve the reading comprehension of the learners. The findings indicated the learners’ processing of words, comprehension of vocabulary and both use and effective application of background knowledge to bridge the reading anxiety among the learners to successfully link with effective and appropriate teaching strategies. The study is in conducted in line with Stanovich's interactive-compensatory theory of reading, which claimed that there was a need for learners to acquire basic skills to developing reading skills. der education. Research may also like to explore these strategies in other educational settings such as secondary or tertiary schools to evaluate how effective such a method could be by employing diverse research designs or doing some form of research in order to yield deeper insights and academic knowledge.