Adopt-a-struggling Reader: the Case of Non-specialized English Teachers

This study explored the lived experiences of non-specialized English teachers teaching reading to struggling readers. Specifically, it aimed to answer key questions regarding the challenges encountered by non-specialized English teachers, their coping mechanisms, and a description of their mechanisms. Additionally, the research explored the early stages of the Adopt-a-Struggling Reader Program, offering insights into its perceived effectiveness and the challenges faced during its pilot implementation. This study utilized a case study design to provide an in-depth exploration of how non-specialized English teachers describe the realm of teaching reading, shedding light on their personal experiences and perspectives. Through the utilization of semi-structured interviews, the researcher gathered rich and insightful data from a group of six junior high school teachers affiliated with Santa Maria National High School. The data gathered were examined using a thematic analysis. The study exposed several key challenges faced by the participants in their efforts to assist struggling readers, including time constraints, scarcity of suitable reading materials, and difficulty of engaging disinterested students. Amid these obstacles, the teachers showcased remarkable resilience through their deployment of coping mechanisms such as an exceptional level of patience and understanding, creating a supportive learning environment, and employing differentiated reading strategies. Non-specialized English teachers described their mechanisms as adaptive and personalized, with a noticeable theme of building strong foundation while having adaptation. Furthermore, the study highlighted the participants' perceptions regarding the early implementation of the Adopt-a-Struggling Reader Program by non-specialized English teachers. Among these perceptions were the positive impact of peer collaboration and the need for professional development to improve their teaching practices and enhance student outcomes. Based on aforementioned results, the following recommendations are forwarded to allocate time and rewards, provide reading resources, offer specialized training, and implement structured lesson plans.