Authors :
Marryjane I. Tingcang
Volume/Issue :
Volume 11 - 2026, Issue 3 - March
Google Scholar :
https://tinyurl.com/5wwfkkcc
Scribd :
https://tinyurl.com/m3tv232f
DOI :
https://doi.org/10.38124/ijisrt/26mar538
Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.
Abstract :
This study investigates the experiences of Grade 1 teachers in fostering a literacy-rich environment, a key factor
in enhancing early childhood reading development. A literacy-rich environment is one that immerses students in an array
of reading materials and practices, thereby creating a foundation for lifelong reading and literacy. This research used a
phenomenological approach to understand the strategies, challenges, and perceptions of teachers regarding the creation of
such environments. Through semi-structured interviews with 20 Grade 1 teachers from various public schools, the study
explored the methods teachers use to encourage reading, the resources available, and the obstacles they face. The findings
revealed that strategies such as diverse reading materials, individualized instruction, and active engagement of parents
and communities are integral to building an effective literacy-rich environment. However, challenges like limited
resources, large class sizes, and insufficient professional development were prominent. The study concludes with
recommendations for enhancing teacher support and school policies to foster an enriched reading culture in early
education.
References :
- Epstein, J. L. (2001). School, family, and community partnerships: Preparing educators and improving schools. Westview Press.
- Guthrie, J. T., & Humenick, N. M. (2004). The relationship between context and motivation in reading. Reading Research Quarterly, 39(3), 284-300.
- Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 403-422). Lawrence Erlbaum Associates.
- Hiebert, E. H., & Kamil, M. L. (2005). Teaching reading in the early grades: A research-based guide. Pearson Education.
- Snow, C. E. (2010). Academic language and the challenge of reading for learning about science. Science, 328(5977), 450-452.
- Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
This study investigates the experiences of Grade 1 teachers in fostering a literacy-rich environment, a key factor
in enhancing early childhood reading development. A literacy-rich environment is one that immerses students in an array
of reading materials and practices, thereby creating a foundation for lifelong reading and literacy. This research used a
phenomenological approach to understand the strategies, challenges, and perceptions of teachers regarding the creation of
such environments. Through semi-structured interviews with 20 Grade 1 teachers from various public schools, the study
explored the methods teachers use to encourage reading, the resources available, and the obstacles they face. The findings
revealed that strategies such as diverse reading materials, individualized instruction, and active engagement of parents
and communities are integral to building an effective literacy-rich environment. However, challenges like limited
resources, large class sizes, and insufficient professional development were prominent. The study concludes with
recommendations for enhancing teacher support and school policies to foster an enriched reading culture in early
education.
