LIVED EXPERIENCES OF TEACHERS IN THE CONDUCT OF INDIVIDUALIZED READING REMEDIATION

MAPARAT NATIONAL HIGH SCHOOL

ABSTRACT LIVED EXPERIENCES OF TEACHERS IN THE CONDUCT OF INDIVIDUALIZED READING REMEDIATION ROCELYN J.SON This study explored the lived experiences, challenges, coping mechanisms, and insights of the teachers tutoring the struggling readers in Maparat National High School in the conduct of individualized reading remediation program. Eight of the tutors assigned answered the five research questions which focused on their lived experiences, the challenges that the participants encountered, the coping mechanisms utilized by them, the insights that they gained, and the suggested program that can be crafted after the findings of the study. This study utilized qualitative phenomenological research design using an in-depth interview. Findings revealed that the positive experiences they have as tutors are the fulfillment it gives and the progress of learners. They described their experience as challenging. The reasons why the program was conducted was due to the result of reading assessment. Reading comprehension ranked first as the reading problem. For them, lack time for reading remediation was one of the challenges they encountered. They also describe their students as willing to learn, and their coping mechanism in coping with the challenges was through giving rewards and preparing snacks to students. It also revealed that they have various lessons and realization learned. One of them was the importance of learning how to read. Finally, teachers suggested that more time should be provided for this program. Keywords: individualized reading remediation, lived experience, coping mechanisms, reading programs, phenomenological study.

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