ABSTRACT
This qualitative study determined the experiences of teachers in teaching reading to kindergarten learners as basis for program intervention. The results revealed that kindergarten teachers experienced teaching reading as a combination of challenges and rewards and emphasized the need to provide patience and encouragement to learners, develop foundational literacy skills, use multisensory and engaging instructional strategies, and build interest, motivation, and a love for reading. It was found that the most significant challenges encountered by kindergarten teachers in teaching reading to their learners were varied readiness levels, short attention spans, foundational skill gaps, limited home reinforcement, motivation and confidence issues, absenteeism, and language diversity. The coping mechanisms used by kindergarten teachers in teaching reading, based on the results of the in-depth interviews, include the use of play-based and multisensory approaches, differentiated instruction, phonics-focused routines, positive reinforcement, structured classroom systems, family collaboration, and remedial intervention.
Keywords: Experiences, Teachers, Teaching Reading, Kindergarten Learners, Program Intervention
INTRODUCTION
Reading was widely recognized as the foundation of lifelong learning. It was through reading that learners acquired knowledge across subject areas, developed higher-order thinking skills, and became empowered to participate actively in society (National Early Literacy Panel, 2023).
Kindergarten was often the entry point where systematic exposure to print, letters, sounds, and rich oral language occurred. Contemporary research affirmed that explicit, systematic instruction in phonemic awareness and letter–sound relationships, integrated with language-rich read-alouds and vocabulary building, produced measurable gains in early literacy (McGraw Hill, 2024). For this reason, kindergarten was regarded as the most crucial stage of formal education, where children transitioned from informal learning at home to structured literacy experiences in school (Piasta & Wagner, 2021).
Early reading instruction—especially in kindergarten— established the basic alphabetic, phonological, and language skills that underpinned later success in decoding, fluency, comprehension, and content learning (Cunningham & Zibulsky, 2023). Research had shown that high-quality reading instruction in the early years significantly impacted students' reading outcomes (Graham et al., 2023).
In the Philippines, the Department of Education (DepEd) emphasized the importance of early literacy through major policies and programs. Republic Act 10533, or the Enhanced Basic Education Act of 2013, mandated Kindergarten as the compulsory entry stage to basic education, underscoring its role in preparing children holistically for lifelong learning. DepEd Order No. 31, s. 2012 institutionalized Kindergarten Education as part of the K to 12 Basic Education Program, while the “Every Child a Reader Program (ECARP)” sought to ensure that all children became independent readers by the end of Grade 3.
Furthermore, teachers were the frontliners of literacy development. Their day-to-day experiences reflected the intersection of policy, pedagogy, and practice. Kindergarten teachers played a vital role in shaping young learners' reading skills. However, many kindergarten teachers faced challenges in effectively teaching reading skills to their students (Villanueva, 2023). Studies highlighted the need for evidence-based reading instruction in kindergarten, emphasizing the importance of phonemic awareness, phonics, and fluency skills (Nimer & Napil, 2024). Moreover, implementing such instruction was challenging, particularly in classrooms with diverse student needs and abilities (Ocampo, 2023).
Thus, gaining insight into the experiences of kindergarten teachers in teaching reading was essential. Their perspectives may offer meaningful understanding of classroom realities, the challenges they encountered, and the strategies they used to support young learners’ reading development. The findings of this study served as a basis for developing program interventions to support kindergarten teachers in enhancing their reading instruction.
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