Beyond Storytelling: Kindergarten Teachers’ Lived Experiences in Using Read-Aloud to Develop Higher Order Thinking Skills

This phenomenological study explores kindergarten teachers’ lived experiences in the use of read-aloud in promoting Higher Order Thinking Skills (HOTS) among their learners, delving into their practices and problems in implementing this strategy. Data was gathered through interviews and observations conducted with 15 public school teachers in a province in the Philippines. Both interview and observation data were analyzed using thematic analysis. Triangulation, peer debriefing, and member checking were employed to minimize researcher bias. Analysis revealed common practices in the selection of stories, choice of read-aloud format, use of illustrations and print features, utilization of language and voice modulation, implementation of structured read-aloud procedures, and use of HOTS-oriented activities. Several challenges were also obtained, including limited availability of read-aloud materials, absence of intentional HOTS integration, pupils’ short attention span, and inadequate parental reinforcement. The findings suggest the need for contextualized read-aloud materials, strengthened curriculum alignment of read-alouds, and purposeful implementation of HOTS-based read-aloud practices.