Teachers in the Philippines continue to face major emotional and instructional challenges in helping Grade 1 pupils who cannot yet read, according to a new study conducted at Sitio Tapayan Elementary School in Taytay, Rizal. Despite limited resources, large class sizes, and low parental involvement, teachers remain highly committed to improving early literacy through phonics instruction, guided reading, and remedial interventions.
The research was conducted by Genalyn L. Maglipas from Sitio Tapayan Elementary School and Celso C. Dumalig from Pangal Sur High School and Northeastern College, Inc., Santiago City, Philippines. The study was published in 2026 in the International Journal of Applied Educational Research (IJAER).
The findings are highly relevant as the Philippines and many developing countries continue to struggle with learning poverty and low reading proficiency among young learners. International education experts increasingly warn that children who fail to develop reading skills in early elementary school face higher risks of long-term academic difficulties, poor educational outcomes, and reduced economic opportunities later in life.
According to the researchers, reading is the foundational skill that supports all other learning areas. When children enter higher grade levels without basic reading abilities, they often struggle across subjects such as mathematics, science, and language learning. This makes early literacy intervention one of the most important priorities in basic education systems worldwide.
The study focused specifically on Grade 1 non-readers at Sitio Tapayan Elementary School, a public elementary school in Rizal Province. Researchers explored teachers’ perceptions, emotional experiences, classroom practices, and coping strategies while handling young learners with severe reading difficulties.
To gather data, the research team used a qualitative descriptive design involving interviews and classroom observations. Teachers and school personnel participated in open-ended interviews discussing their daily classroom realities, instructional methods, and major challenges in literacy instruction. Researchers then analyzed the responses using thematic analysis to identify recurring patterns and experiences.
The findings revealed three major themes regarding teachers’ experiences.
The first theme involved emotional and instructional burden. Teachers frequently described feelings of frustration, exhaustion, and emotional stress while handling pupils who remained unable to read despite repeated interventions. Large class sizes and limited instructional time made individualized instruction especially difficult.
Many teachers explained that progress among non-readers is often very slow, requiring continuous repetition and intensive guidance. Some educators admitted feeling emotionally drained because they wanted to help struggling learners but lacked sufficient resources and institutional support.
However, the second theme highlighted teachers’ strong commitment to learner development. Despite the challenges, teachers continued extending instructional time, preparing additional learning materials, and providing personalized support for struggling pupils. Researchers found that teacher dedication and resilience were central factors sustaining literacy interventions in the classroom.
The third theme involved gradual progress recognition. Teachers said they found motivation in small but meaningful improvements, such as students recognizing letters, reading simple syllables, or understanding basic words for the first time. These incremental achievements reinforced teachers’ persistence and encouraged them to continue working with non-readers despite difficult classroom conditions.
The study also identified several classroom practices commonly used by teachers to improve reading performance among Grade 1 learners.
One of the most widely used methods was phonics-based instruction. Teachers regularly conducted sound-symbol recognition drills, decoding exercises, and letter identification activities to strengthen foundational literacy skills. Researchers noted that phonics instruction remained one of the most effective approaches for helping non-readers develop early reading abilities.
Teachers also implemented guided reading sessions, remedial instruction, peer tutoring, storytelling activities, and visual learning aids. Lessons were often adjusted according to students’ individual learning levels, allowing teachers to apply more learner-centered and adaptive instructional approaches.
Despite these interventions, the study identified major structural challenges affecting literacy instruction.
The most significant obstacles included limited reading materials, overcrowded classrooms, insufficient instructional time, and lack of parental support at home. Teachers explained that many children had minimal exposure to books and reading activities outside school, making literacy development even more difficult.
Researchers also found that learner motivation posed another challenge. Some pupils demonstrated low concentration, weak foundational language skills, and inconsistent classroom participation. According to the study, reading difficulties were often influenced not only by cognitive factors but also by environmental and social conditions surrounding the child.
To cope with these difficulties, teachers developed practical and collaborative survival strategies. Common approaches included after-class remedial reading sessions, peer-assisted learning, motivational reward systems, storytelling games, and stronger communication with parents.
The researchers also proposed a comprehensive action plan to strengthen literacy programs in elementary schools. Recommended strategies included:
- Daily structured remedial reading sessions
- Expanded phonics-based instruction
- Development of localized reading materials and big books
- Peer tutoring and small-group instruction
- Additional teacher training in literacy intervention
- Stronger parent involvement through home reading programs
According to Maglipas and Dumalig, improving literacy among non-readers requires more than teacher effort alone. The study emphasized that effective reading intervention depends on collaboration among teachers, school leaders, parents, and local communities.
The researchers concluded that continuous professional development is essential for helping teachers improve literacy instruction practices. Specialized training programs in early literacy intervention, adaptive teaching strategies, and reading remediation were identified as necessary to strengthen teacher competence and classroom effectiveness.
The study also contributes to broader international discussions about learning poverty and foundational education. As governments worldwide seek solutions to declining literacy rates among children, the experiences of Filipino teachers offer important insight into the realities of early-grade literacy instruction in resource-limited schools.
More broadly, the findings reinforce the growing consensus among education experts that solving early literacy problems requires long-term investment in teacher support systems, school resources, and family engagement rather than relying solely on classroom instruction.
Author Profile
Genalyn L. Maglipas is an educator at Sitio Tapayan Elementary School under the Department of Education in Rizal, Philippines. She is also affiliated with the Graduate School of Northeastern College, Inc. in Santiago City, Philippines. The study was co-authored by Celso C. Dumalig of Pangal Sur High School and Northeastern College, Inc., whose academic work focuses on literacy instruction, reading intervention, and elementary education development.
Source
Genalyn L. Maglipas & Celso C. Dumalig. “Exploring Teachers’ Perceptions and Classroom Practices in Addressing Grade 1 Non-Readers at Sitio Tapayan Elementary School.” International Journal of Applied Educational Research (IJAER), Vol. 4 No. 2, 2026, pp. 129–140. DOI: https://doi.org/10.59890/ijaer.v4i2.241
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