Teachers' Experiences in Addressing Low Reading Literacy in At-Risk Communities
DOI:
https://doi.org/10.69569/jip.2026.302Keywords:
At-risk communities, Qualitative research, Reading literacy, Teacher experiences, Thematic analysisAbstract
Low reading literacy remains a persistent educational challenge, particularly among learners in at-risk communities where socioeconomic, linguistic, and resource-related barriers constrain literacy development. While existing research has largely focused on literacy outcomes and intervention effectiveness, limited attention has been given to teachers’ experiences in addressing literacy challenges across diverse educational contexts. Guided by Sociocultural Theory, Ecological Systems Theory, and Critical Literacy Theory, this study explored teachers’ experiences in addressing low reading literacy among learners in at-risk communities in the Philippines and the United States. Using a qualitative research design, data were collected through semi-structured interviews with twenty-eight (28) teachers from public, private, and international educational settings. The data were analyzed using Braun and Clarke’s (2006) thematic analysis to identify recurring patterns across participants’ experiences. Thematic analysis revealed five major challenges, five coping strategies, four teacher perceptions, and four contextual variations that characterize teachers’ experiences in addressing low reading literacy. Teachers identified limited home literacy exposure, low learner engagement, language-related barriers, diverse reading abilities, and systemic resource constraints as key challenges. In response, they employed differentiated instruction, structured literacy support, contextualized learning activities, collaboration with families and communities, and continuous instructional adaptation. Despite differences in social, cultural, and geographical contexts, teachers consistently demonstrated resilience, professional commitment, and a shared dedication to improving learners’ literacy outcomes. The findings suggest that the interaction of classroom practices, environmental conditions, and broader social inequities shapes literacy development.
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