Challenges of the Teachers on the Implementation of the Reading Enhancement

Program: A Phenomenological Study

A Research Study

Presented to the Teacher Education Department

In Partial Fulfillment of the

Requirements for the Bachelor of Elementary Education

Joyce L. Secobos

November 2022
 CHAPTER I

INTRODUCTION

RATIONALE

Previous studies claimed were finding it difficult to give up the materials and

teaching strategies from their old Program. Equality of educational opportunities and

consistency in the delivery of curricular resources and programs are essential to

providing all students with a solid reading background. Graham et al.,(2018) states

that reading is a critical life skill that children begin to decipher early in their lives.

They emphasize that reading development is essential for student growth and success

throughout their educational career. Further, they claim that a child’s reading ability is

foundational for all other academic work.

There are Approximately 88% of students who begin school, as poor readers

will not increase their reading levels as quickly as their non-poor reading peers until

the time, they are in fourth grade. According to Solari et al, (2017) students who do

not learn to read adequately during their early elementary years will likely continue to

have reading difficulties. In addition, Shriver (2019) states only 37% of fourth graders

in the United States are performing at or above a proficient reading level.

As Claessen et al. (2020) coined, reading difficulties are present in the world.

The Programme for International Student Assessment (PISA) results from PISA

2018 reveals that reading is among the areas that fifteen-year-old students in the

Philippines scored lower than those in majority of the countries and economies that

participated in PISA 2018. The country’s average reading score was 340 score points,

on a par with that of the Dominican Republic. No country scored lower than the
Philippines and the Dominican Republic. In mathematics and science, students in the

Philippines scored 353 and 357 points, respectively, on a par with performance in

Panama. The Philippines outperformed the Dominican Republic in mathematics and

science.

According to Tovar & WWC (2017), students who read with understanding at

an early age gain access to a broader range of texts, knowledge, and educational

opportunities, making early reading comprehension instruction particularly critical. It

is important to note that “comprehension strategies” refers to the inclusion of

instructional materials that encourage metacognition and the incorporation of

strategies such as prediction-making, visualizing, inferencing, and questioning.

Reading has a positive impact on people's lives, which indicates that it has a

significant impact on students' academic performance. According to Tan et al.'s

(2019) findings in Tagum City, students who are proficient readers tend to perform

well in school. They say that reading skills help students improve their

communication and language skills, which opens up a wider perspective. However,

this is not always the case because the reality demonstrates that pressing issues

necessitate immediate attention in order to take the appropriate actions, particularly

with regard to reading comprehension.

In this study, the researcher aims to recognize about the challenges face by

teachers in implementing reading enhancement program to students. The Researcher

wants to address the challenges face by teachers in the selection of an effective

reading enhancement program that suitable in a diverse learner. And also,to know

how many students who are Non-reader and slow reader teachers is threatened in

teaching quality as an overreliance on the part of the teachers on two or three

instructional strategies that learned during training sessions. Teachers and an

education specialist concurred that Filipino pupils' poor reading and comprehension

skills are a serious concern because they interfere with learning in all disciplines, not

just English. The fact that pupils can readily solve math problems that are strictly

numerical yet struggle with word issues is evidence of this. It is believed that solving

this issue will help them get better abilities and raise their prospects of finding

employment in the future.

When working with underachieving readers, providing them with good instruction

using an evidence-based curriculum is necessary, but not sufficient, for improvement

in learning. Another is equally important is the dose or amount of instruction each

student receives. A program is only as good as its implementation but when changes

are made in the presentation of the curriculum, it is often unclear what the effects on

the students will be. In school instructional setting, it was challenging to adhere

strictly to the ways in which reading enhancement program are to be implemented,

especially given the diversity of backgrounds and experiences of the students.

Purpose of the Study

The purpose of this qualitative study is to identify the Teachers challenges on

the implementation of Reading Enhancement Program. Additionally, this study aim to

identify and emphasize coping mechanism that affect the teachers in implementation

of reading literacy program and also to insights of the ten reasons why they facing

challenges upon starting the implementation. As the researchers gather ideas and

information from their participants, this helped the readers to understand deeply about

the situation of the students who were stricken by this policy and to realize their ways

of dealing the problem.

Research Questions
 The Problem under investigation is to identify the Challenges on the Reading

Intervention Program. This study specifically aims to answer the following questions.

1. What are the challenges faces by teachers on the Implementation of the

Reading Enhancement Program?

2. What is the coping mechanism of the Teachers on the Implementation of the

Reading Enhancement Program?

3. What are the Insights/Recommendations of the Teachers on the

Implementation of the Reading Enhancement Program?

Theoretical Lens

This study will be anchored to Schema Theory. Schema theory is an

explanation of how readers use prior knowledge to comprehend and learn from text

(Rumelhart, 1980). Efficient comprehension requires the ability to relate the textual

material to one's own knowledge. In addition, according to Seymour (2022) the

fundamental principle of the schema theory assumes that written text does not carry

meaning by itself. She added that according to schema theory, comprehending a text

is an interactive process between the reader’s background knowledge and the text.

In this study researchers use Schema Theory as a foundation to address the

challenges of the teachers in implementation or reading enhancement program.

Through schema theory it helps the teacher to face the challenges and find varied

instructional methods to solve the problems concerning reading comprehension

towards the learners. This concept is the great manner to enforce reading

enhancement program for enhancing learners reading comprehension and discover

their very own strengths while getting to know new things.

Significance of the Study

 For the purposes of this study wil be identify the challenges of the teachers on

the implementation of the Reading Enhancement Program. The finding of the study

was expected to benefit the following:

Teachers. The study would enable the teachers to know their students better.

Making them recognize the causes of Reading problem every students inside the

classroom.

For the Students. This study also gives awareness to those students and it can

be their guide in making another study the co related to the topic

Future Researchers. The discovery of this research would prove valuable to

future researchers and be an example in their own works of research.

Scope and Delimitation

The purpose of this study is to determine the challenges face by teachers in

implementation of reading enhancement program who encounters difficulties in

implementing.

This study is delimited to the teachers of Compostela Central Elementary

School Public teachers. The reacher have identified Fifteen (15) participants to

complete task, the seven participants will be interviewed using In-depth Individual

(IDI) interview. This research will also determine their experiences, their coping

mechanism and how they asses themselves including their insights about the program.

CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter is a review of some related literature and studies, which helped

the researcher in the study and we categorize them based on the Challenges of the

Teachers in the Implementation of the Reading Enhancement Program

 (Allington, 2014) Independent reading leads to an increased volume of

reading. The more one reads, the better one reads. The more one reads, the more

knowledge of words and language one acquires. The more one reads, the more fluent

one becomes as a reader. The more one reads, the easier it becomes to sustain the

mental effort necessary to comprehend complex texts. The more one reads, the more

one learns about the people and happenings of our world. This increased volume of

reading is essential.

Reading Enhancement Program

One of the most important disciplines in the life of an individual is to be able

to read. Not just mere reading, but one must comprehend fully well what was read.

Reading with comprehension means that meaning of the text is. According to Olivar,

(2014) Reading is said to be the schooling of the mind and the means to attain deeper

meaning of reality. Reading is an acquired mode of behavior where students learn,

gain knowledge and develop new skills

The Challenges

Regardless of the class or students you are teaching; there will always be a

diverse set of learning abilities that demand your attention. Given that there are eight

learning styles, a teacher has to think outside the box when it comes to meeting the

needs of each of their learners. Different teaching strategies satisfy and stimulate

learners in various ways, and as a teacher, you’re required to put in extra hours and

effort to meet their needs. However, once a teacher develops these strategies, they’re

rewarded with empowered and thriving learners. 

A key issue in education is students not having access to healthcare

professionals, which results in students turning to teachers for emotional support

and safeguarding regarding family issues and bullying. Of course, it’s fantastic to be

there for your students, but it goes beyond a teacher’s scope and can often leave too

much on your plate. Because teachers work closely with vulnerable groups and

children, they must complete an enhanced DBS check.

One of the current educational issues facing teachers today is the lack of

funding. Unfortunately, unless you are working at a private school, public

or independent schools across the country often encounter issues with funding. When

schools encounter budget issues, the first step is to reduce pupil to teacher ratio, which

directly impacts the scholars’ learning. Teachers face a growing number of students

per class, which prevents them from providing crucial one-on-one attention. The

result is lower student achievement and satisfaction.

Every year, students are faced with the daunting task of communicating their

needs to teachers. Some kids have a natural knack for it – they can talk about what

they want engagingly and get what they need. But many find themselves struggling to

communicate effectively with their teachers. As the wiser of the bunch, teachers need

to build trust with their students and work on their communication skills every

day.You are building an effective communication channel not only between yourself

and your students but also their parents.

The school year is dotted with exciting learning activities and adventures for

pupils throughout the year. And most of the year is going to be spent bonding with

your students. But there will be times when you need to motivate your students

through the treacherous parts of the year. For example, high school students are

bombarded with exams and assignments that their futures depend on. Preschool

students, on the other hand, have to overcome challenges such as pen grips and ball

skills. Both age groups need a supporting shoulder from a teacher who they can trust.
 Disciplining the students is a challenge in the classroom and can be a timely,

emotionally taxing process. While you’re guaranteed to have delightful children in

your class, it’s not uncommon that you’ll students who lack good manners and are

disrespectful.

Disrespectful students can kill your love of teaching. But, you also have to be

careful in the way you go about dealing disruptions and disciplining students. Ways to

combat the lack of manners in your classroom is to implement justified consequences,

get to the root of the problem, get the parents involved and create intervention plans.

If you remember anything from your school years, it’s the fact that teachers were

always up to their necks in marking and grading papers. And sick days aren’t always

an option. Unfortunately, marking papers isn’t a task performed during teaching

hours, which often leaves teachers marking once the day has ended. Paperwork

involves accounting for the growth of your students by tracking their progress

throughout the year. In addition to teaching notes, individual evaluations need to be

recorded, and this is often a task that requires extended working hours.

Teaching is a job that needs you to be on your feet all day, and there’s often little

time for rest. So on top of being on your feet, you need to be keeping busy bees’

minds active. Creating creative ways to keep little ones entertained is vital to making

your job as a teacher easier. This is where planning and time management comes into

play. As with high school scholars, time management involves designing a

stimulating schedule and covers the year’s work without flying past content. 

Teaching has become a super competitor industry which requires teachers to

be thinking out of the box constantly. Competition applies to those in the school, with

a lot of teachers feeling as though they need to achieve greater things each year
 On top of the competition, teachers are solely responsible for a student’s

development, growth indicators, and disciplinary factors; these factors put a lot of

pressure on a teacher’s shoulders.

It’s no secret that teaching can be a demanding profession. With the constant

pressure to produce great results, it’s not uncommon for teachers to experience

burnout. But how do you know when you’re suffering from the condition? Here are

some signs of burnout in educators: feeling drained after working on lesson plans or

grading papers, dreading going into work every day, wishing you could leave your job

and find something else to do with your life. 

Although the teachers had been trained in the use of the new reaching

approaches in the new normal education, previous studies claimed that they were

having trouble letting go of the materials and teaching methods from their old

program. To give all kids a strong foundation in reading, equal educational

opportunities and consistency in the delivery of curricular materials and programs are

crucial. Children start learning to read early in life because it is an essential life skill.

A child's reading ability is the cornerstone for all other academic work (Graham et al.,

2018). Reading development is crucial for student growth and success throughout

their educational career (2018).

Teachers face different challenges due to these abrupt changes in the new

educational system. Modular instruction, as an alternative modality for learning

continuity, resulted in various challenges. Still, teachers must keep track of their

students’ development and monitor the progress of their students. When feasible, the

teacher should visit students at home who need remediation or help (Llego, 2021). On

a regular basis, difficulties in applying the distance learning strategy developed.

Dangle and Sumaoang (2020) asserted that the key challenges that occurred were the
shortage of school finances in the creation and delivery of modules. Cardullo et al.

(2021) added that teachers were caught off guard for emergency remote instruction

owing to a lack of distant education expertise as well as computer literacy, Indeed, in

times of crisis. As a result, it motivates them to come up with innovative ways to

interact with their learners. Teachers underwent training to equip them to provide

better teaching in the face of the COVID-19 threat. Still, teachers cannot simply

ignore uncontrolled circumstances (Lagua, 2020). Despite the challenges, educators

continue to make learning possible, doing everything they can to acclimate to the new

normal.

Teachers in the new normal face challenges brought by the COVID-19

pandemic which posted rapid adjustments in the educational system (Alvarez et al.,

2021), including parents of the students (Guiamalon et al., 2021; Kintanar et al., 2021;

Pascual, 2021). Even though other countries have already been rid of the virus’s

menace, the Philippines remains one of the most seriously hit. The pandemic has a

significant impact on education in the country, where academic institutions and

schools encounter major adjustments. The pandemic caused hindrances to face-to-face

education (Abbas, 2021; Cos et al., 2021).

The education sectors work together to ensure the continuity of education and

that every school continues to achieve its goal and vision of providing excellent

education to every Filipino student (Dangle & Sumaoang, 2020). As a result, the

Department of Education (DepEd) instituted DepEd Order No.12 series of 2020,

which formulated new learning delivery modalities at all levels, as represented in the

Learning Continuity Plan (LCP) for the school year 2020-2021 up to the present

(Guiamalon et al., 2021). Different learning modalities presented include online

distance learning, blended learning, homeschooling, and modular distance learning in

digital or printed format. Among the different modalities offered, the use of printed

self-learning modules is the method used by most public schools. It is because only a

few learners, especially in remote areas can access the internet since only a few have

gadgets and there is a limited internet connection.

Henbest et.al.,(2017)Schools and then teachers within school have different

philosophies on early reading instruction; Systematic phonics instruction is an

effective way to help students develop their early reading skills. Administrators and

teachers all look for the new and innovative educational ways to teach students

effective reading skills. Training teachers on how to use a program is essential and

builds teacher’s pedagogy which in turn has shown to increase the reading

achievement in children (Anderson, 2017). The fidelity of implementation as aligned

with a teacher’s belief system and philosophy of education can determine how they

implement a program and create powerful learning environments (Irvine, 2020). The

teaching style also plays a part in how a teacher implements a program.

According to Abja et al., (2019), Reading is one of the skills teachers must

domain. stated that teachers should be into reading because it makes teachers be

updated and competent in what they teach. In other words, reading is the key to

acquire as much information as possible to transmit to students. Reading is a complex

process of decoding information that develops some abilities such as "critical

thinking" to contrast ideas or citations of different texts (Zambrano & Garcia, 2017).

For Manaj (2015) expressed that any language is difficult and easy due to practice.

For that, it is necessary to create many conditions for learners to practice reading and

writing for communication purposes because reading is a gradual process.

Advantage and Disadvantage of Reading Enhancement Program

 According to Kaya E.(2015).Reading is a part of our daily lives. It is performed

both for pleasure and information. Reading skills are important for the individuals

since they foster comprehension in reading. If the students do not have knowledge of

reading skills, they cannot be expected to be successful readers. Thus, they cannot

achieve the level of comprehension required to pass exams in their own departments.

For this reason, reading skills should be taught in schools for the students to be able to

cope with comprehension problems. This case study aims to find out whether or not

reading skills has a role on the reading comprehension ability of students.

Particularly in the rural areas of the Eastern Cape, Tshuma and Le Cordeur (2019)

found that teachers had difficulties teaching in English due to their own lack of

proficiency in the language. Of relevance to this study is the lack of access to

appropriate reading resources in terms of language and genre, lack of reading

opportunities, and an absence of a reading culture, which continue to disadvantage

poor communities.

Coping Mechanism

In addition, Rio (2017) enumerate the typical roles of a remedial reading

teacher, its status as a professional position in schools is still unrecognized in the

Philippines. Although there are teachers who provide assistance and support to

students with reading difficulties, there is no existing allocations for such position.

Hence, being a remedial reading teacher is considered an extra workload for teachers

and is not compensated for doing the roles and responsibilities entrusted to them as

opposed to the recognition given to this job in the US and other foreign counties. Not

only this, the qualifications of a remedial reading teacher is not even concrete and

clear. In fact, the usual practice of local schools is that the classroom reading teachers

are also the remedial reading teachers of identified students with reading difficulties.
Even though the DepEd provides trainings for remedial reading teachers, the agency

doesn’t have any uniform, clear and organized guidelines as to how remedial reading

instruction should be done in schools (Batan, 2016).

Reading readiness as defined by UNICEF (2012) Reading Readiness is a

process of preparing a child for reading; encouraging the child to read and engaging

that child in reading. However, reading readiness entails the maturation of all the

mental, physical and socio-emotional factors involved in the reading process. In other

words, it is a state of development, which prepares the child mentally, physically, and

social-emotionally for reading experiences. Notwithstanding the chronological age of

the child, the point at which the child’s growth and development have brought about

proper maturation of these factors should be the point at which the reading process

begins.

As discussed by Claessen et al. (2020) coined, reading difficulties are present

in the world. The Programme for International Student Assessment (PISA) Results

from PISA 2018 revealed that reading is among the areas that fifteen-year-old

students in the Philippines scored lower than those in majority of the countries and

economies that participated in PISA 2018. The country’s average reading score was

340 score points, on a par with that of the Dominican Republic. No country scored

lower than the Philippines and the Dominican Republic. In mathematics and science,

students in the Philippines scored 353 and 357 points, respectively, on a par with

performance in Panama. The Philippines outperformed the Dominican Republic in

mathematics and science.

Reading also plays a vital role in ones’ success in school. It is one of the most

important skills an individual learner must need to master. It is a prerequisite of all

learning areas. It serves as a gateway for every learner to learn the different subjects
because when a learner has a difficulty in reading, he/she may encounter also

difficulties in all subject areas. Researches have shown that there are many reasons in

the difference in the achievement level of the students. Luz(2007)stresses that many

Filipino learners do not have the reading habit required in learning. As she noted,

“The problem of non-reading lies at the heart of why the Philippines is so

uncompetitive in the world economy and why so many of our people continue to live

in poverty or barely escape it”.

Informed by self-determination theory (Ryan & Deci,2020), we examined

whether teaching practices that support students’ basic psychological needs for

autonomy, competence, and relatedness would predict student reading achievement.

Drawing on the Philippine PISA 2018, which contained responses from 7233 students

across 187 schools, we tested whether need supportive teaching predicts reading

achievement. We also tested whether this relationship generalizes across

socioeconomic contexts (family and school socioeconomic status) and across different

types of schools (public vs. private; urban vs. rural). We hypothesized that need

supportive teaching would facilitate students’ reading achievement across different

school types and socioeconomic contexts providing evidence of its universal

applicability.

For the first time, the Philippines participated in PISA 2018, and this provided

the Philippines’ Department of Education (DepEd) baseline data on the country's

quality of education. The Philippines scored lowest in reading, and second to the

lowest in science and math among 79 participating countries. The dismal performance

prompted the Philippine government to roll out policies to address “the urgency of

improving the quality of basic education in the Philippines” (Department of

Education, 2019, p. viii).
 According to (MacIntyre et al., 2019), The typical days for language teachers

around the world were stressful enough, given their typically heavy workloads, time

pressures, and difficulties juggling roles The sources of teacher stress have multiplied

with the advent of Covid-19. Workloads that were once perceived as substantial have

been complicated by a rapid conversion to online delivery for which many language

teachers had not been prepared but whose effects seem likely to last for years to come.

Balancing personal and professional roles is a challenge for many teachers, but online

delivery of courses with work-at-home protocols and ubiquitous online work-related

activity creates a lack of physical, temporal and/or psychological boundaries between

school and home.

In many cases, teachers have significant others sharing the same space and/or

have their own children who also need their attention. In particular, the nature of the

global pandemic brings a particular set of Covid-19 difficulties to the mix: health

concerns for oneself and loved ones, social and physical distancing, travel restrictions,

closed borders, shortages of daily necessities, restricted services, and uncertainty as to

when life will return to ‘normal.’ Faith has been shaken in the certainty of what

‘normal’ even means now or what it will be in the future; the long-term consequences

for language teachers and teaching are unknown. Even as we write this manuscript in

late April 2020, these challenges persist for many across the globe and the passing of

time is itself becoming a stressor that challenges people’s ability to persist under

conditions described as trauma in the making (Salas, 2020). 

Teaching the foundational skills of reading is often a lively and physical task:

students clapping out the syllables in words and practicing letter sounds in chorus and

teachers demonstrating the way that the mouth forms different shapes for different

sounds. This year, though, it will likely look very different.

 According to Education Week’s database of more than 900 districts, which is

not nationally representative, 48 percent are doing all of their instruction remotely.

Young students at these schools as well as those doing a mix of in-person and virtual

instruction will be learning to read through screens—in virtual classrooms with their

teachers, working on computer programs and apps, or through some combination of

the two. There’s a robust evidence base for how to teach children to read in person:

Decades of research has shown that explicitly teaching students how letters

correspond to spoken sounds—and teaching phonics—is the most effective way to

help them learn to decode words. But there’s little evidence on how this best practice

should be translated to the remote environment.

In this research, we emphasized struggles and triumph of the teacher’s faces

upon implementing the reading literacy Program. Reading can improve students’

vocabulary knowledge, on spelling and writing”. Academically, reading is prominent

to develop academic skills, critical thinking and academic purposes (Solikhah, 2015).

“Reading is not just picking up words, phrases, and sentences written in the text; it is

an activation of the prior knowledge students already have in mind. We also identify

the factors why they struggling and how they overcome this problem. We all facing a

pandemic that affects all aspect of daily living and different format especially class

and learning of every students and that is the reason why we conduct this research.

Coping Mechanism of the teachers on the implementation of the reading

enhancement program

According to Carrie(2021) a study by researchers at Stanford Graduate School

of Education (GSE) provides new evidence about the pandemic’s impact on learning

among students in the earliest grades, showing distinct changes in the growth of basic
reading skills during different time periods over the past year. Results from a reading

assessment given to first- through fourth-graders nationwide show that the students’

development of oral reading fluency – the ability to quickly and accurately read aloud

– largely stopped in spring 2020 after the abrupt school closures brought on by

COVID-19. Gains in these skills were stronger in fall 2020, but not enough to recoup

the loss students experienced in the spring

Longer-term economic and societal implications of remote or virtual learning

seem likely to be severe. Consequently, it will also have a direct impact on both short-

and long-term school experiences and trajectories. For example, in short-term,

research has shown that COVID-19 school closures will generate substantial learning

losses, particularly for the lowest-achieving students (Bacher-Hicks et al., 2020;

Chetty et al., 2020; Kuhfeld et al., 2021) and this can have long-term implications,

since impairments in reading and writing acquisition skills have the potential to

seriously limit personal aspirations (Jamshidifarsani et al., 2019). Furthermore,

research anticipates that virtual learning will emphasize social inequality in student

learning due to differences in children’s opportunities to learn at home (Bol, 2020), as

many working parents were struggling to work and take care of their children at the

same time (Harris, 2020). Parents identify personal, technical, logistical and financial

barriers regarding the challenges of distance learning during the Pandemic

(Abuhammad, 2020). Parents generally had negative beliefs about the benefits of

online learning and preferred traditional learning in early childhood settings (Dong et

al., 2020). Parents tended to resist online learning for four main reasons: the

shortcomings of online learning, young children’s inadequate self-regulation, lack of

time and professional knowledge for supporting children’s online learning (Dong et

al., 2020).
 As discussed by Conklin,(2012) under the heading of higher-order thinking

skills that are grounded in lower level thinking. Students have to know the basic

facts, understand the concepts, and apply what they know so that they can pick the

topic apart through analysis, make a judgment call, or create something new based on

the idea.

In addition to Anderson, (2017), reading program can lose its effectiveness if

not implemented consistently understand how teachers perceive the CKLA reading

program and what challenges they had when using the program. The amount of time a

teacher spends in instruction in a content area such as phonics skills and reading

vocabulary positively impacts student achievement in that particular are Samuelsson

and Wendell (2016) conducted a study with findings focused on standards-based

curriculum. Standards-based curriculum is currently a popular trend in education. It

focuses on helping students develop essential reading skills. Standards- based

curriculum is designed with an emphasis on analytical thinking which encourages

students to develop thinking within individual subject areas (Samuelsson &

Wendell,2016). There are both strengths and challenges associated with standards-

based curriculums. One advantage of using standards-based curriculum is the ability

to meet all student’s needs. When developing special education goals around

standards-based curriculum, the goals can be more focused and can target specific

student needs (Caruana, 2015).

According to Caruana (2015), individual education plans (IEP) that are

standards-based have goals that relate to gradelevel standards that must be met by the

end of the school year. A second strength of standardsbased curriculum is that it

allows schools to use the standards with additional subject areas. Social studies and

other content areas can be aligned with reading standards (Britt & Howe, 2014). A
third strength of standards-based curriculum is that it provides all teachers with the

ability to use the standards as end goals for students. When looking at the end goals, a

backward design framework can be used to develop lessons (Britt & Howe, 2014).

When using a standards-based curriculum, along with strengths, come challenges.

According to Polly, Wang, McGee, Lambert, et al. (2014), one challenge that comes

with using a standards- based curriculum is that teachers often modify the tasks,

thereby, decreasing the task difficulty level. When modifying lessons, students rely

more heavily on teachers and not on their own knowledge and ability. An additional

challenge encountered is that some teachers do not understand the standards. If the

teacher does not understand the standards or does not like the standards, the

curriculum will not be implemented correctly. A third challenge is professional

development for teachers. Teachers need to have opportunities for on-going learning

to effectively continue to implement a standards-based curriculum (Polly et al., 2014).

In many districts, on-going professional development is a challenge because of

lack of teacher interest and funding issues. In standards-based curriculum classrooms,

teachers are aligning lessons with standards that will help students to become college

and career ready (Caruana, 2015).

According to Coburn, Hill, and Spillane (2016), Common Core State

Standards (CCSS) help teachers and students to be accountable for learning. The

Common Core State Standards provide a clear outcome for student learning with

robust and relevant standards (Caruana, 2015). There are both strengths and

challenges within the standards-based curriculum design. The primary advantage of

the standards-based curriculum is that teachers can meet all students’ needs (Caruana,

2015).
Insights of the Teachers on the implementation of the reading enhancement

program

furthermore,Meyers & Brandt, (2015) added that a program is only as good as

its implementation. Fidelity of implementation occurs when teachers use and deliver

the content of the curriculum in the way that it was designed to be used and delivered.

When changes are made in the presentation of the curriculum, it is often unclear what

the effects on the students will be. In our after school instructional setting, it was

challenging for us to adhere strictly to the ways in which Word Generation was to be

implemented, especially given the diversity of backgrounds and experiences of our

students and teachers. However, we followed research guidelines relative to

implementation fidelity for program designers and evaluators suggested by various

researchers that helped us implement the academic vocabulary program with the

desired degree of implementation fidelity.

According to Klapwijk & Pretorius, (2016) There is universal concern with

regard to learners’ low reading levels. Reading is one of the fundamental skills that

learners need to master in their early school years of formal schooling in South

Africa. Educators are expected to lay a good foundation of reading skills for the

learners at this phase so as to build a strong learning foundation. Poor or incorrect

teaching methods during these years may have an adverse effect on a learners’

schooling career. Teaching reading is a complex process in the classroom as educators

are faced with challenges, which may result negatively in the learner’s capacity to

understand and comprehend.

One of the important things teachers need to do is adapt their instruction to

match their students’ current development in reading, knowing full well that children

will need to spend less time developing as they progress, and practicing some skills
and more time on others. They are expected to use classroom time more effectively,

maximize available resources to spearhead instructions among large-groups,

smallgroups, and individuals. Furthermore, teachers’ expectations of and relationships

with their students profoundly affect students’ learning. This has been widely

supported by numerous research studies in literacy that show students are more

academically successful when they feel welcomed, esteemed, and provided with

materials that challenge them hence, their knowledge, experiences, and interests are

enriched. (Willis,2000)

It can be seen that from the standpoint of human nature and the environment, the

teacher-student conflict is an acquired good fortune, not a congenital endowment. In

other words, the conflict between teachers and students is not born with human

beings, and people do not come to this world with conflicts. The conflicts between

teachers and students arise in the acquired environment. Some people may question

this view, thinking that human beings, as advanced animals, are born with a biological

hostile instinct. It is also because of this hostile instinct that people who come to this

world and live in this world will inevitably conflict with others. Just like Simmel’s

point of view: “The cause of conflict is not the result of external factors, but the result

of human actors’ innate biological factors. Conflict is not only a product of conflict of

interest, but also a reflection of hostile instinct(Huang, 2003). ''

The teacher-student conflict is a relationship that occurs between teachers and

students that is both competitive and cooperative. Is this relationship a kind of

existence? When it comes to problems of existence, people are exploring the reality of

existence. That is, people want to prove that a thing exists, and people want to figure

out when, where, and how it exists, and judge whether the thing is real. Reality

includes not only the existence of things being directly sensed, but also the existence
of things being separated from the senses. For the existence of things by direct senses,

people can feel its existence through the naked eyes, touch and other senses. For the

existence of things that are separated from the senses, people can prove its existence

through methods such as description, association, and comparison. Take the table in

the room as an example. People confirm that the table exists, usually because people

can see its existence with the naked eye, or feel its existence by touching it. And how

do people confirm the existence of the senses outside the table? When people pass by

a room, they suddenly hear the sound of someone tapping a table in the room. At this

time, people can figure out the fact that there is a table in the room by judging and

comparing people’s previous experience of tapping the table and listening to the

sound. The philosopher Bertrand Russell put forward the concept of universals in the

book “Questions of Philosophy, Religion, and Science”. He believes that “a universal

is the kind that can be shared by many special things, and has such some something

special”.  (Russell, 2016) 

In Russell’s view, the relational entity is a kind of universal, which is different

from the so-called physical object, as well as from the mind and sensory materials.

Relational entity is the universal represented by verbs and prepositions, which is

different from the universal represented by adjectives and nouns. Russell believes that

in the past philosophers paid too much attention to the universals expressed by

adjectives and nouns, and often ignored the universals expressed by verbs and

prepositions. In other words, Russell pointed out the paranoia of past philosophers

regarding the existence of qualitative entities and relational entities. On the issue of

proving the existence of entities, Russell believes: “People cannot strictly prove the

existence of entities such as nature, that is, they cannot prove the existence of

adjectives and nouns; but people can prove that the relationship is inevitable.
Existence, that is to say, can prove the universal existence generally represented by

verbs and prepositions” (Russell, 2016) . Russell cited the existence of Bai, a co-

relative entity, to prove it. In contrast to the problem of the teacher-student conflict,

the teacher-student conflict exists as a manifestation of the teacher-student

relationship.

According to Lu, (2012) since the teacher-student conflict affects the

development of teacher-student relationship and teacher-student interaction, it is

related to the progress of teacher-student life. “The result of the conflict between

teachers and students is not purely negative. If handled properly, it has educational

value. Therefore, education under the perspective of the teacher-student conflicts

needs to face the challenges brought about by conflicts between teachers and students

from the perspectives of conflict source analysis, conflict phenomenon representations

and conflict relationship changes, so as to construct a harmonious teacher-student

relationship, promote the growth of teachers and students, and create a good life for

teachers and students.

Mechanism of the Reading Enhancement Program

Reading is extremely important; therefore, it is a terrific idea to create a favorite

reading spot for reading the perfect book within your classroom. A reading corner can

be anything you want it to be as long as it provides comfort for reading.

Every last period of class, encourage pupils to finish pre-reading tasks before reading

content in order to increase reading comprehension. Understanding the text better and

reading well are both aided by familiarity.Modes:

Break the mechanics of reading down into manageable parts and show to the students

each one to help them understand. Obtain a "large" book for them from the book
corner or library, and as you read it aloud, use your finger to trace the word order.

This makes it clear that reading must be done from left to right and from top to

bottom; it is not a small detail that students are expected to pick up. Every time you

read to your child, whether it be a recipe, the newspaper, comic strips, or the safety

warning on a shopping cart, use your finger to follow along as you read the words.

You can gently draw your child's attention to the fact that

Participants of Reading Enhancement Program (REP)

Researcher choose the participants for the Reading Enhancement Program from

Grade 1 to Grade 6 pupils who are Non-reader or slow reader to help them enhance

their reading skills.

Tools Use

Researcher Use a rug or bookshelves or drape fabric from the ceiling as a

divider,table,chair,wall decal and string lights.. Include lots of soft materials to make

the space warm and inviting.

Organization of the Study

This shows the four elements in research paper that gives the readers

an overview of the content and provides deeper understanding and

comprehensive research paper. This research study is comprised of four

chapters.

Chapter 1

This presents the research problem of the study particularly in the

rationale wherein the researchers search many articles and authors that can

support to the problem. Also, this includes the purpose of conducting the study
 and its importance, the research questions, theoretical lens, and related

literature.

Chapter 2

This Chapter, is a Review of some Related Literature (RRL) is a

detailed review of existing literature related to yiur topic. In an RRL,it talks

about the knowledge and the findings from existing literature relevant to your

topic.

Chapter 3

In this chapter, the researchers emphasized the methodology and

procedures in conducting the study. It presented the types of participants

needed in the study, the data collection and analysis and also included the

ethical consideration and trustworthiness in conduct of this study.

 CHAPTER III

METHODOLOGY

In this chapter, research discuss the research design, area of study, population,

sample of population, sampling technique, instrument for data collection, and method

of the data analysis. The purposed of this work it to identify the Impact of Reading

Literacy Program Implementation in the New Normal and understand the stories of

struggle and triumph of the teacher.

Research Design

This study explored the experiences, the emotion and the coping mechanism

of the students who were stricken by the Academic Retention Policy. With this,the

researcher will use the qualitative study method, particularly a phenomenological

study which best described with our problem. Qualitative study is an in-depth of one

person, group or event, (Cherry, 2016), Phenomenology,focused on subjectivity of

reality, continually pointing out the need to understand how human views themselves

and the world around them. Phenomenological method interprets an experience or

facts, through listening to the different stories of the participants. (Willis, 2007).

Research Participants

They will use the purposive sampling technique in selecting the participants of

our study. the participants of this study are the Public Teachers who is currently

Teaching at Compostela Central Elementary School SPED Center. An active

participation of the participants on the interview is very important to achieve and

upon gathering data. In selecting the participant of the study we select a public teacher

of Compostela Elementary School SPED Center, we use strategic techniques,

particularly un inquiry base wherein we asked the Principal of the school and
consultation in which we met our participants and ask them to be our informants and

we gave them a letter of consent.

Data Collection

To gather Information, Interviews are typically conducted with individuals,

specifically the Teachers who have first-hand knowledge of an event, situation or

experience, as well as the challenges. To gather information about the case of being

studied, a formal letter will be sent to Compostela Central Elementary School Sped-

Center, requesting permission to conduct the study, as well as a request for a

directory, will be delivered to the Principal’s Office in Compostela Central

Elementary School Sped-Center of the identified Public Teachers.Following that,

respondents with characteristics relevant to the research question will be sought.

Data will be collected between January and February of 2023 by obtaining

consent from the identified participants and conducting semi-structured in-depth

individual(IDI) and Focus Group Discussion (FDG) interviews. Formal letters will be

sent to the selected teachers, requesting o\permission to participate and contribute to

the to the collection of the necessary data. Following approval, informed consent

forms will be given to them, and the researchers will ask them to sign them and

schedule an interview date. To ensure the richness of data, a face-to-face individual

interview will be conducted with the study’s respondents, using open-ended questions

will be asked for elaboration and clarification on the responses given. At least, 15

Teachers will be interviewed for 20-30 minutes.

The question will center on Fifteen Public Teachers’ experiences in Facing the

Challenges of a Teachers on the Implementation of Reading Enhancement Program .

Furthermore, interviews will be conducted to elicits insights from the study’s findings
in order to better understand the experiences of the Fifteen Public Teachers in

Implementing of the Reading Enhancement Program . The confidentiality of the data

and the anonymity of participants must be observed.

Data Analysis

In the presentation of data, the researchers analyzed the data that they will

gather by using thematic analysis. Thematic Analysis (TA) is an accessible, flexible,

and increasingly popular method of qualitative data analysis Braun, V., & Clarke, V.

(2012). Using thematic analysis on this study is very helpful because it is flexible and

a useful research tool that can probably grant a substantial, complex, and rich account

of the data and Learning to do it provides the qualitative researcher with a foundation

in the basic skills needed to engage with other approaches to qualitative data analysis.

As suggested by Boyatzis (1998), the researchers will follow the steps in analyzing

the data as to mention: familiarize data, generate initial codes, search for themes,

review the themes, define and name themes, and construct the report.

The researchers focused on the narrated experiences of the research

participants and avoid biases while doing the narration and make sure to private their

identity. With this thing, the researchers endured their own experiences to the

experiences of the research participants to come up with an authentic data that truly

help the study.

Ethical Consideration

The researchers will observe the 10 dimensions of research ethics such as

social value, informed consent, vulnerability issues, risk-benefit ratio, privacy and

confidentiality of information, justice, transparency, qualification of the researcher,

adequacy of facilities, and community involvement.

 Social value. The concrete contribution of this research undertaking is the

proposed intervention program that may be implemented by the Human Resource

heads with the aid of the college guidance center director and staff. The researchers

hope that before the workers reaches the burnout condition, there is a program that

may deter its occurrence.

Informed Consent. The researchers ensure that the involvement of the

participants is voluntary. Hence, each participant will be asked to signify their

voluntary participation in the ICF (Informed Consent Form). Before the participant is

asked to accomplish the survey tool, he/she will be required to read and understand

the content of the ICF (form 0057). Through the ICF, the prospective participant will

be informed about the purpose of the study, the voluntariness of one’s participation,

and one’s right to withdraw anytime he/she wants due to a possible conflict of interest,

discomfort, and inconvenience. The researchers also guarantee the welfare of the

participants, and to immediately address their queries about the research. Further, the

qualitative participants will be asked to accomplish a different set of ICF.

Vulnerability of Research Participants. The prospective participants of this

research are not vulnerable as they are capable of deciding whether to participate or

not. Moreover, they are not forced to participate in this study.

Risks, Benefits and Safety. The researchers have not identified any risk

associated with the involvement of the participants in this research. Although, they

recognize the possible inconvenience that the participants might feel in accomplishing

the survey tool considering that they are very busy in the fulfillment of their

obligations amidst the “new normal.” Hence, each of them is requested to accomplish

the survey tool during one’s free time. In the conduct of the FGD and IDIs, the

researchers make sure to set schedule during the convenient time of the participant.
On the other hand, the proponents hope that the proposed intervention program will

benefit the academic community.

Privacy and Confidentiality. The researchers will observe some provisions of

the Data Privacy Act 2012 to protect the privacy of the participants. Moreover, only

the researchers have access to the raw data generated for the study. The quantitative

data will be analyzed in aggregate, and there will be no qualitative information

associated with any individual participant to protect their identity. Also, the names

mentioned during the conduct of the FGD and IDIs will be concealed in the transcript,

and these will be replaced with pseudonyms and codes.

Justice. The researchers warrant the appropriateness of the study participants.

They will be asked to be honest and sincere in the accomplishment of the survey tool

and in sharing their experiences that may cause stress and anxiety.

Transparency. The researchers will address the suggestions of the technical

panel and the REC for the enhancement of this research undertaking. Also, they will

guarantee that the participants are informed about the findings of the study through a

research forum and the publication of the research article.

Qualification of the Researchers. Two of the researchers have sufficient

exposure and experience in studies utilizing the mixed methods design. Two

proponents are research directors in their institutions who usually serve as chairs or

members in the technical panel for research defenses. Two researchers are registered

guidance counselors. Also, the majority of these researchers have published research

articles in refereed journals. Hence, the research team is competent in conducting a

study.

Adequacy of Facilities. The resources such as books, research journals both in

print and online sources, computer and printing equipment, recording equipment, and
other facilities necessary in the implementation and completion of this research

endeavor are available in the university. Moreover, available research experts will be

tapped by the proponents when needed. The operating expenses of this research

endeavor will be subsidized by the collaborating institutions.

Community Involvement. Some faculty members in one of the schools in

Compostela are involved in the formulation of the research questions of this study.

Also, selected faculty members will be requested to validate the survey tool and guide

questions that will be used in the data collection. Moreover, the prospective

implementers of the intervention program, as well as some administrators and peers,

will be consulted in the conceptualization of the intervention program.

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