EXPERIENCES OF THE PRESCHOOL TEACHERS IN TEACHING READING THROUGH MODULAR DISTANCE LEARNING MODALITY
This research explored the experiences of kindergarten teachers in teaching reading through modular distance learning modality at the two public elementary schools in Cebu City, Philippines. It employed the phenomenological research design using purposive sampling to highlight teachers’ experiences in teaching reading to the kindergarten learners. There were 12 participants in the study who were interviewed through the aid of an interview guide and audio recording material to ensure the accuracy of data. Thematic Analysis was used to process the responses of the participants. The study revealed that the teachers provided learning materials such as printed and digital materials and collaborate with parents to teach reading to the learners. Teachers encountered challenges such as having lack of communication with parents, difficulty in assessing learning, parent’s lack of time and competency in teaching reading. However, they find strategies to address these challenges like providing reading enhancement activities and monitoring the learners. Hence, it is recommended that teachers innovate strategies to teaching reading to the learners and enhance parent-teacher collaboration in teaching reading to the learners through modular distance learning.
Keywords: Instructional Methods, Challenges, Strategies, Reading, Modular Distance Learning
