THE EXPERIENCES OF TEACHERS SUCCESSFULLY TEACHING ENGLISH READING TO RURAL LEARNERS (KEY IJP*************56 )

• Remelyn M. De La Cruz

Abstract

ABSTRACT The reading abilities of Filipino students have been a challenge for educators and policymakers alike. Despite government efforts to improve literacy rates in the Philippines, many students need help with reading comprehension, vocabulary development, and critical thinking skills. This research in Salaysay Elementary School, Brgy. Salaysay, Marilog District, Davao City, examines the current state of reading abilities among Filipino students and potential areas for improvement. The poor reading abilities can be attributed to several factors, including a lack of resources and socioeconomic factors. The narratives of teachers revealed five important characteristics of teacher success in teaching reading to students: (a) strong relationships among faculty and with students, (b) teacher focus on motivating and engaging students, (c) teachers development and experiences in understanding privilege and positionality, (d) high expectations, to a more limited degree, and (e) school-wide systems. Highly successful teachers as identified in this study were more likely to be motivated by factors internal to the school and less motivated by external policy. However, there are identified potential areas for improvement, such as promoting early literacy programs, investing in teacher training, and developing reading materials that are culturally relevant and engaging for Filipino students. These findings have important implications for education policies and practices in the Philippines and for educators and researchers seeking to improve reading abilities among Filipino students.Keywords: Filipino Learners, literacy program, non-reader, poor reading abilities, Philippine education, reading comprehension