Abstract
This study explored the experiences of 29 Grade 1 teachers in Gabaldon, Nueva Ecija, Philippines, regarding teaching reading. Using a qualitative approach with a phenomenological design, in-depth data were gathered through interviews. The findings revealed that teachers employed a range of instructional strategies, including phonics and modern approaches like the Bongabon Approach. Despite challenges such as student difficulties and a lack of resources, teachers emphasized the importance of fostering a positive learning environment and utilizing various assessment methods. They expressed fulfillment in seeing their students’ progress and in nurturing a love for reading. The challenges they faced also drove them to adapt their teaching approaches, demonstrating their resilience and dedication to student learning. Recommendations include documenting these experiences for future reference, promoting stronger collaboration between parents, schools, and teachers to address challenges, and encouraging active teacher involvement in curriculum development. The study’s findings offer valuable insights for future research on Grade 1 teachers’ experiences in teaching reading.
