Keywords
Supportive environment
Positive reinforcement
Parental involvement
Professional development
Submitted : 2024-07-23
Accepted : 2024-08-07
Published : 2024-08-22
Abstract
The purpose of this study is to determine the teacher’s perceptions of the challenges and strategies in supporting students with reading difficulties. This study used qualitative method of research and descriptive approach as its research design, in addition to a set of structured interview questions administered through Google Forms to gather data from elementary teachers of Taal Central School, located at Taal Batangas. These structured interview questions were carefully designed to cover various dimensions of the study, including the types of challenges perceived by teachers, strategies employed, and possible solutions for addressing the problems encountered in the process of supporting students with reading difficulties. The results revealed that teachers faced several challenges when teaching students with reading difficulties such as emotional and motivational issues/factors, lack of resources or teaching aids, deficits in knowledge and skills, and problems with student engagement and participation. This study also showed common approaches utilized by the teachers in supporting students with reading difficulties, which were fostering a positive and supportive environment, adopting individualized and multifaceted approaches, and utilizing effective teaching tools and strategies. Lastly, teachers also concluded varied solutions in addressing the challenges perceived in teaching students with reading difficulties towards fostering reading proficiency. These include developing peer support, use of positive reinforcement, and parental involvement. Moreover, specialized resources, professional development for teachers, and specific teaching strategies are also highlighted as crucial components. By integrating these approaches, teachers concluded that it can create a supportive and effective learning environment tailored to the needs of students with reading difficulties.
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