ABSTRACT
This qualitative phenomenological study examined the experiences of five locally funded teachers in teaching reading to Key Stage 1 learners in the Municipality of Iloilo during School Year 2025–2026, with the aim of informing policy recommendations. Based on the results of the in-depth interviews with the participants, it was found that locally funded teachers taught reading to Key Stage 1 learners through systematic phonics, read-aloud activities, guided reading, fun learning activities, and the use of basic sight words. The findings also revealed that the challenges experienced by locally funded teachers in teaching reading to Key Stage 1 learners included mixed reading levels, short attention spans, poor phonics awareness, and limited support at home. Moreover, the study found that the coping strategies used by locally funded teachers in addressing these challenges included differentiated instruction, small-group reading, interactive activities, positive reinforcement, regular practice, collaboration with parents, and one-on-one reading sessions.
Keywords: Locally Funded Teachers, Experiences, Teaching Reading, Key Stage 1 Learners, Policy Recommendation
INTRODUCTION
Reading is one of the most essential foundational skills that students need to develop because without it, becoming competent in other subject areas becomes difficult. When reading skills are not firmly established, the teaching and learning process becomes challenging for both teachers and learners. Reading ability greatly influences students’ academic performance. It also promotes critical thinking and strengthens reading comprehension, which are valuable across many areas of learning. The development of this skill is a shared responsibility of parents, teachers, and learners. Parents play an important role in shaping children’s reading habits, and continuous support for reading helps improve children’s academic achievement (Abid et al., 2023).
Learners are more likely to develop a strong disposition toward reading when teachers explicitly teach them how to read academic texts in related subjects and provide sufficient opportunities to practice throughout the term. Students’ motivation to read is a crucial factor in improving their reading skills; without the desire to learn, it may instead become a barrier to reading development (Songnuan & Nomnian, 2023).
Reading is a key component of literacy that develops when children are actively guided and engaged in the learning process. It is a complex skill because children must first become aware of the sound structure of spoken language and then learn to decode the alphabetic system in order to understand letter-sound relationships. For this reason, reading is considered one of the most important goals during the early years of schooling (Tortorelli et al., 2021).
Reading proficiency in the early years, particularly within Key Stage 1 (ages 5-7), is a foundational skill that significantly impacts future academic success. The ability to read fluently and comprehend text enables children to access the curriculum, develop critical thinking skills, and engage with the wider world. In the Philippines, the Department of Education (DepEd) has prioritized reading interventions, especially in the early grades, to address persistent literacy challenges. However, the effectiveness of these interventions is often contingent on the resources and support available to teachers at the local level. Locally funded teachers (LFTs), who are employed and compensated by local government units (LGUs) rather than the national government, often face unique challenges that can impact their ability to effectively teach reading (Basilan, 2024).
Early reading skills are a critical predictor of academic achievement and lifelong learning. For children in Key Stage 1, mastering foundational reading skills is essential for accessing the broader curriculum and developing a love of learning. However, in many regions, socio-economic disparities significantly impact children's literacy development. Schools in disadvantaged areas often struggle with inadequate resources, larger class sizes, and a higher proportion of students with diverse learning needs. Locally funded teachers (LFTs) are frequently assigned to these schools, where they play a vital role in bridging the literacy gap.
Some of the challenges of the locally funded teachers in teaching reading may include disparities in training, resources, professional development opportunities, and job security compared to their nationally funded counterparts. Understanding the specific obstacles encountered by locally funded teachers in teaching reading to Key Stage 1 learners is crucial for developing targeted policy recommendations that can enhance their effectiveness and improve early literacy outcomes.
see PDF attachment for more information