A Phenomenological Study on the Insights of Teachers on Student's Low Reading Comprehension

This study aimed to explore teachers’ insights on the low reading comprehension skills of students. Utilizing a qualitative design with a phenomenological approach, the research purposively selected teachers from Balengaeng Elementary School in the Tugbok District, Davao City Division. Data were collected through a focus group discussion and analyzed using thematic content analysis to draw out recurring patterns in teacher perspectives. Three major themes emerged: Theme 1, Limited Vocabulary Knowledge, highlighted that many students struggle to understand texts due to insufficient vocabulary, leading to surface-level comprehension and frequent misunderstandings. Theme 2, Lack of Reading Support at Home, revealed that students with minimal exposure to reading outside the classroom often lack fluency and confidence, especially in households where literacy is not prioritized. Theme 3, Interactive Reading Methods, emphasized the effectiveness of strategies such as group reading, peer interaction, and the use of visual aids like graphic organizers in enhancing student engagement and understanding. These insights underscore the multifaceted nature of reading comprehension difficulties and the need for responsive instructional approaches. Anchored in the principles of lifelong learning, the study recommends implementing focused reading interventions, ongoing teacher training on evidence-based strategies, and strengthened collaboration among educators and families to support students’ literacy development.