Unraveling the challenges: An in-depth examination of reading and writing difficulties in kindergarten learners

Lelibeth Lagrama *

Graduate School Department, Rizal Memorial Colleges, Davao City, Philippines.
 
Review
International Journal of Science and Research Archive, 2024, 12(01), 2715–2737.
Article DOI: 10.30574/ijsra.2024.12.1.1115
Publication history: 
Received on 09 May 2024; revised on 15 June 2024; accepted on 18 June 2024
 
Abstract: 
This study investigated the lived experiences of teachers on the reading and writing difficulties of kindergarten learners. Using a phenomenological research design, the study involved eight (8) teacher-participants that are purposively selected as informants. The data gathering of information in this phenomenological inquiry had employed in-depth interview of participants through face-to-face interview to uncover challenges, coping mechanisms and educational management insights. Using thematic analysis, the following key themes for lived experiences of teacher participants were gathered: Socioeconomic Disparities, Challenges in Phonemic Awareness, and Parental Involvement. The coping mechanisms to address the struggles of kindergarten teachers were Multisensory Learning Approaches, Thorough practice and Targeted reading and writing intervention programs. The insights of the participants were Enhanced Educational infrastructure and Evaluation and Adjustment of the Curriculum. The findings of the study aims to improve the quality of education delivered in schools specifically in terms of reading and writing difficulties of learners.
 
Keywords: 
Reading; Writing; Difficulties; Kindergarten learners; Early Literacy
 
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