Authors : Flora Mae A. Davis

Volume/Issue : Volume 11 - 2026, Issue 6 - June

Google Scholar : https://tinyurl.com/32e37jm8

Scribd : https://tinyurl.com/yky4nkz9

DOI : https://doi.org/10.38124/ijisrt/26jun1044

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : his phenomenological study explored the perspectives of teachers in implementing reading initiatives for nonreaders through the program entitled “Sailing for Literacy: Teachers’ Perspectives on Implementing Reading Initiatives for Nonreaders.” The study aimed to understand teachers' experiences, challenges, strategies, and insights in helping struggling learners develop basic reading skills. Data were gathered through in-depth interviews with selected teachers who actively implemented reading interventions in their respective schools. The findings revealed that teachers play multiple roles as facilitators, motivators, and mentors in addressing the needs of nonreaders. Patience, flexibility, and the use of varied teaching strategies, such as visual aids, phonics activities, storytelling, and interactive learning materials, were identified as effective approaches for improving learners’ reading abilities. However, teachers also encountered challenges, including limited resources, a lack of parental support, learners’ low motivation, and time constraints. Despite these difficulties, teachers remained committed to promoting literacy and creating meaningful learning experiences for nonreaders. The study highlights the importance of continuous teacher support, innovative reading programs, and collaborative efforts among schools, parents, and communities in strengthening literacy development among struggling readers.

Keywords : Nonreaders, Reading Initiatives, Sailing for Literacy, Teachers’ Perspectives.

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