Success Stories of Best-Practicing Elementary School Teachers in Handling Non-Readers in Davao City Division: An Interpretative Phenomenological Analysis

Abstract

This study employed Interpretative Phenomenological Analysis (IPA) to explore the best practices of elementary teachers in handling non-readers in the Davao City Division and how these teachers make sense of their experiences related to their best practices. The study involved seven elementary school teachers who experienced transforming non-readers into independent readers in the Davao City division. In an in-depth interview, each participant shared their best practices for transforming non-readers into independent readers. Through thematic analysis, four superordinate themes emerged: Upon reflecting on their practices, the teachers acknowledged the vital role of parent-teacher collaboration; the teachers highlighted the importance of devoting time to reading through reading sessions and remediation; the teachers emphasized the significance of boosting students' motivation through positive feedback and encouragement and; teachers recognized the importance of varied and appropriate reading materials.