Rushing Toward Curriculum Completion: A Phenomenological Study of Struggling Readers at Banisil Central Elementary School

This phenomenological study explored the lived experiences of struggling readers at Banisil Central Elementary School and how they navigated a curriculum environment that often prioritizes content coverage over comprehension. Using in-depth semi-structured interviews with ten identified struggling readers, the study examined participants’ perceptions, emotional experiences, coping strategies, and insights related to curriculum completion. Data were analyzed using Colaizzi’s phenomenological method, which generated four overarching themes: perceived curriculum overload, emotional strain and discouragement, reliance on support systems and coping strategies, and persistence toward learning improvement. Findings revealed that participants frequently felt overwhelmed by academic demands and pressured by fast-paced instruction, yet they continued to seek support from teachers, peers, and family members while developing personal strategies to cope with reading difficulties. The study highlights the importance of learner-centered and differentiated literacy instruction that values comprehension, emotional well-being, and individualized support rather than mere curriculum completion. The findings may inform literacy intervention programs, inclusive classroom practices, and curriculum implementation policies in elementary education.