Practices and challenges in teaching beginning reading: basis for an action

The study determined the practices and challenges in teaching beginning reading among the Kindergarten, Grades 1, and 2 teachers of South Butuan District of Butuan City Division. The study used descriptive-correlational design since it looked into the teachers’ level of manifestation of the practices and the extent of the challenges in teaching beginning reading. Analysis of the data showed that the teachers face similar levels of challenges in teaching beginning reading, regardless of variations in their profile. The results showed that the pupils’ different learning styles and learning needs, high teacher – pupil ratio, lack of training that focused on how to teach beginning reading, and parents’ limited knowledge and skills related to the teaching of reading were the most common challenges which the teachers faced which significantly hinder their teaching in beginning reading. Further analysis showed that teachers’ profile did not significantly have an association with their instructional practices and challenges encountered in teaching reading. These findings imply that other factors may play more prominent roles in shaping teaching practices, highlighting the need for further investigation into the determinants of instructional approaches in reading education. An action plan was formulated in response to the study’s findings for the enhancement of the quality of teaching for beginning reading in the South Butuan District.