Exposures to Printed Learning Materials: Navigating Reading Experiences of Grade One Teachers

Abstract

This phenomenological study explored the experiences of Grade One teachers in using printed learning materials to enhance literacy in the Talomo-B District, Davao City. Using in-depth interviews with ten randomly selected teachers, the research identified key experiences, challenges, coping strategies, and insights associated with introducing young learners to printed materials. Thematic analysis revealed three primary themes in teachers’ experiences: assessment and differentiation of learning capabilities, implementation of guided reading sessions, and integration of multi-sensory activities. Teachers faced challenges including varied reading levels, resource limitations, and behavioral concerns, and they adopted coping mechanisms focused on differentiating instruction, fostering parental involvement, and enhancing support systems. Insights emphasized the value of early literacy exposure, ongoing assessments, and equitable access to resources. The study concludes that effective literacy instruction for Grade One students benefits from a diverse, resource-supported approach, recognizing the roles of teachers, parents, and administrators in fostering reading skills. These findings have implications for literacy program development and policy initiatives that support teachers in cultivating rich, inclusive learning environments.