Teaching practices in the catch-up Fridays program: an experiential challenge to teachers

This study investigated the practices and challenges faced by teachers in enhancing the reading comprehension skills of Grade 6 learners in the Southeast Butuan District through the Catch-Up Fridays Program. Employing a phenomenological research design, the study addressed three primary research questions: (1) the practices teachers used in the Catch-Up Fridays Program to improve reading comprehension, (2) the challenges encountered in this process, and (3) the development of an intervention plan to mitigate these challenges. The participants were six teachers from different elementary schools. The data was collected using an interview guide focusing on best practices and challenges faced by teachers in enhancing the reading comprehension skills. Thematic analysis was used to interpret the data. Key findings revealed that teachers employ various teaching techniques and digital instructional materials to enhance reading comprehension. Student related challenges included absenteeism, varying levels of reading proficiency, and socioeconomic status. Teaching related challenge included time management and stakeholder involvement. An intervention plan was proposed containing key areas such as absenteeism, monitoring and evaluating reading proficiency, time management, and community involvement. Teachers effectively used innovative methods to improve reading skills but they encountered substantial obstacles that require targeted interventions. The intervention plan aimed to address challenges and enhance the reading comprehension among Grade 6 learners.