Abstract
Navigating the complexities of literacy education under the MATATAG Curriculum presents both challenges and opportunities for teachers and emerging readers. This study investigates the lived experiences of teachers and emerging readers in English 7 under the MATATAG Curriculum, focusing on challenges and instructional strategies. Employing a qualitative, transcendental, phenomenological approach, the study captures the voices of English teachers and emerging readers through in-depth interviews and focus group discussions. Data analysis utilized Braun and Clarke's (2006) thematic analysis to uncover key insights. The results reveal that while the MATATAG Curriculum aims to strengthen foundational literacy, teachers face significant challenges, including limited instructional time, resource shortages, impacting their teaching effectiveness. Emerging readers, struggle with self-doubt, disengagement, and challenges in decoding and comprehending texts. Despite these obstacles, the study highlights various adaptive instructional strategies, such as differentiated instruction and personalized learning approaches. Additionally, parental support mechanisms—like regular communication and involvement in home-based reading activities—positively affect students' literacy development. This research provides critical insights for curriculum development, indicating the need for adjustments in resource and emphasize the importance of teacher training to better support diverse learners. The findings advocate for intervention programs and stronger partnerships with parents to enhance reading proficiency and engagement among learners.
