Teaching of Reading In the Midst of Uncertainties: The Narratives of Elementary Laboratory School Teachers


  • Zoraida M Adil Cotabato Foundation College of Science and Technology Doroluman, Arakan, Cotabato, Philippines




Teaching of Reading, Narrative, Challenges, Reading activities, CFCST


Teaching of reaching brought a monumental implication to teaching and learning. This qualitative-narrative research aimed to determine the narratives of Cotabato Foundation College of Science and Technology Elementary Laboratory School. Results showed that teachers were challenged by unresponsive learners, lack of parental support, and lack of reading materials. Meanwhile, they provided their learners with remedial reading activities. They advised that teachers must be passionate and compassionate in handling learners to enhance their reading skills.


Download data is not yet available.


Ardington, C., Wills, G., & Kotze, J. (2021). COVID-19 learning losses: early grade reading in South Africa. International Journal of Educational Development, 86, 102480.

Asri, D. N., Cahyono, B. E. H., & Trisnani, R. P. (2021). Early reading learning for special needs students: challenges on inclusive primary school during COVID-19 pandemic. Linguistics and Culture Review, 5(S1), 1062-1074.

Bao, X., Qu, H., Zhang, R., & Hogan, T. P. (2020). Modeling reading ability gain in kindergarten children during COVID-19 school closures. International Journal of Environmental Research and Public Health, 17(17), 6371.

Barrera, K. I., Jaminal, B., & Arcilla, F. (2020). Readiness for flexible learning amidst COVID 19 pandemic of Saint Michael College of Caraga, Philippines. SMCC Higher Education Research Journal, 2(1).

Butina, M. (2015). A narrative approach to qualitative inquiry. Clinical Laboratory Science, 28(3), 190-196.

Campbell, S. (2014). What is qualitative research?. Clinical Laboratory Science, 27(1), 3.

Chamberlain, L., Lacina, J., Bintz, W. P., Jimerson, J. B., Payne, K., & Zingale, R. (2020). Literacy in lockdown: Learning and teaching during COVID‐19 school closures. The Reading Teacher, 74(3), 243-253.

Çelik, H. (2020). Integrating L1 into Grammar Teaching as a Remedy for Learners’ Unresponsiveness in an ESP Classroom: An Action Research. International Journal of Contemporary Educational Research, 7(2), 212-225.

Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.

Darlington, Y., & Scott, D. (2020). Qualitative research in practice: Stories from the field. Routledge.

Dianito, A. J., Espinosa, J., Duran, J., & Tus, J. (2021). A glimpse into the lived experiences and challenges faced of PWD students towards online learning in the Philippines amidst COVID-19 pandemic. International Journal Of Advance Research And Innovative Ideas In Education, 7(1), 1206-1230.

Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID 19 pandemic: Chinese parents’ beliefs and attitudes. Children and youth services review, 118, 105440.

Flick, U. (2018). An introduction to qualitative research. sage.

Gao, L. X., & Zhang, L. J. (2020). Teacher learning in difficult times: Examining foreign language teachers’ cognitions about online teaching to tide over COVID-19. Frontiers in Psychology, 11, 2396.

Gatcho, A. R. G., & Bautista, J. C. (2019). A Literature Review on Remedial Reading Teachers: The Gaps in the Philippine Context. Journal of English Teaching, 5(2), 91-104.

Hennink, M., Hutter, I., & Bailey, A. (2020). Qualitative research methods. Sage.

Hockings, C. (2005). Removing the barriers? A study of the conditions affecting teaching innovation. Teaching in Higher Education, 10(3), 313-326.

Jalongo, M. R. (Ed.). (2014). Teaching compassion: Humane education in early childhood. Dordrecht, NL: Springer.

Karataş, T. Ö., & Tuncer, H. (2020). Sustaining language skills development of preservice EFL teachers despite the COVID-19 interruption: A case of emergency distance education. Sustainability, 12(19), 8188.

Kealy, D., Ben-David, S., & Cox, D. W. (2020). Early parental support and meaning in life among young adults: The mediating roles of optimism and identity. Current Psychology, 1-8.

Mays, N., & Pope, C. (2020). Quality in qualitative research. Qualitative research in health care, 211-233.

Miller, J. P. (2019). Love and Compassion. University of Toronto Press.

Mohammed, I., & Amponsah, O. (2018). Predominant Factors Contributing to Low Reading Abilities of Pupils at Elsie Lund Basic School in the Tamale Metropolis, Ghana. African Educational Research Journal, 6(4), 273-278.

Mwoma, T. (2017). Children's reading ability in early primary schooling: Challenges for a Kenyan rural community. Issues in Educational Research, 27(2), 347-364.

Quezada, R. L., Talbot, C., & Quezada-Parker, K. B. (2020). From bricks and mortar to remote teaching: A teacher education program‘s response to COVID-19. Journal of Education for Teaching, 46(4), 472-483.

Richards, L. (2020). Handling qualitative data: A practical guide. Sage.

Sepulveda-Escobar, P., & Morrison, A. (2020). Online teaching placement during the COVID-19 pandemic in Chile: challenges and opportunities. European Journal of Teacher Education, 43(4), 587-607.

Shea, S., Samoutis, G., Wynyard, R., Samoutis, A., Lionis, C., Anastasiou, A., ... & Papadopoulos, R. (2016). Encouraging compassion through teaching and learning: a case study in Cyprus. Journal of Compassionate Health Care, 3(1), 1-7.

Silverman, D. (Ed.). (2020). Qualitative research. sage.

Sklar, D. P., & McMahon, G. T. (2019). Trust between teachers and learners. Jama, 321(22), 2157-2158.

Wiles, R., Crow, G., & Pain, H. (2011). Innovation in qualitative research methods: A narrative review. Qualitative research, 11(5), 587-604.

Ugwuanyi, C. S., Okeke, C. I., & Njeze, K. C. (2020). Parenting Style and Parental Support on Learners’ Academic Achievement. Journal of Sociology and Social Anthropology, 11 (3-4): 198-205. DOI: 10.31901/24566764.2020/11.3-4.352. URL: http://krepublishers. com/02-Journals/JSSA/JSSA-11-0-000-20-Web/JSSA-11-0-000-20-Contents/JSSA-11-0-000-20-Contents. htm

Ugwuanyi, L. T., Onu, V. C., Eskay, M., Obiyo, N., & Igbo, J. (2012). Effect of remedial reading instruction on word recognition problem for inclusive education in Nigeria. reading, 3(14).

Widiastuti, I. A. M. S., Mukminatien, N., Prayogo, J. A., & Irawati, E. (2020). Dissonances between Teachers' Beliefs and Practices of Formative Assessment in EFL Classes. International Journal of Instruction, 13(1), 71-84.




How to Cite

Adil, Z. M. (2022). Teaching of Reading In the Midst of Uncertainties: The Narratives of Elementary Laboratory School Teachers . American Journal of Multidisciplinary Research and Innovation, 1(2), 34–38. https://doi.org/10.54536/ajmri.v1i2.252