START (Struggling Today, A Reader Tomorrow) Through Our Eyes: A Phenomenology

Abstract

START (Struggling Today, A Reader Tomorrow): A Reading Intervention Program was conceptualized to bridge the literacy gap as one of the DepEd learning recovery plans after a two-year modular approach to education. This study explored the experiences of reading remediation teachers and Grade 7 non-readers with the START Program in one public high school in Bacolod City. Conversational interviews were conducted with five teachers and five student participants involved in the program. Clarke and Braun’s Thematic Analysis Method was used to determine the themes. Reliability and validity were accomplished through audio recording, triangulation, bracketing, and member checking. Results identified three major themes related to the teachers’ experiences: the challenges, coping strategies, and insights gained from the experience. Three major themes were also identified from the non-readers’ experiences, including the positive learning environment, the hurdles, and overcoming the barriers. Findings reveal that the START program was a challenging yet fulfilling undertaking for reading remediation teachers, and the START program was an enjoyable and helpful reading activity for students. Reading remediation teachers should consider adopting Project Reach & Teach to enhance the START program, address the needs better, and deliver meaningful reading remediation to non-readers.