Reading readiness in the early grades is a foundation for learners' academic success, yet many Grade 1 pupils enter formal schooling with varying levels of preparedness. This phenomenological study explored the accounts of Grade 1 teachers regarding the reading readiness of learners in Pigcawayan East District, SDO Cotabato. Specifically, it examined teachers' experiences in handling learners with diverse literacy levels, the challenges they encountered, the coping strategies they employed, and the insights they gained from their classroom practices. Data were analyzed thematically to capture shared meanings and patterns across narratives. The findings revealed that teachers commonly faced challenges related to limited learner readiness, insufficient home support, resource constraints, and increased instructional demands. To address these concerns, teachers adopted coping strategies such as differentiated and learner-centered instruction, remedial teaching, positive reinforcement, continuous assessment, and collaboration with parents and colleagues. The study also surfaced insights emphasizing individualized instruction, patience and consistency, early assessment and timely intervention, and strong collaboration and support systems in improving reading readiness. The findings offer implications for strengthening reading programs, enhancing teacher support, and informing school- and district-level policies aimed at improving reading readiness among Grade 1 learners. Furthermore, the study aligns with UNSDG 4 (Quality Education), which promotes inclusive and equitable quality education and lifelong learning opportunities for all.
Louella Ventura (Tue,) studied this question.