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Reading Recovery Program: Experiences of Early Childhood Education (ECE) Teachers

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  • Jennifer M. Arbiol

    (College of Education, University of Southeastern Philippines Davao City, Philippines)

  • Floramae C. Jorgio

    (College of Education, University of Southeastern Philippines Davao City, Philippines)

Abstract

This study explored the experiences of Early Childhood Education (ECE) teachers in implementing the Reading Recovery Program in public schools. Using a qualitative phenomenological approach, data were collected from twelve (12) ECE teachers through five (5) Key Informant Interviews (KIIs) and seven (7) Focus Group Discussions (FGDs). The study revealed four major themes: fulfilling endeavors as teachers observed learner progress; cultivation of positive emotions brought by professional growth; parental disengagement that hindered learning continuity at home; and challenges in addressing diverse learner needs. Despite these challenges, the program was seen as beneficial. Learners showed improved reading comprehension, greater engagement, and increased independence. Teachers experienced enhanced collaboration and refinement of instructional practices, while school administrators observed improved literacy outcomes. The findings underscore the importance of implementing a holistic and community-engaged approach—beyond mere program deployment—to strengthen literacy development in early childhood education.

Suggested Citation

  • Jennifer M. Arbiol & Floramae C. Jorgio, 2025. "Reading Recovery Program: Experiences of Early Childhood Education (ECE) Teachers," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(5), pages 2244-2254, May.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-5:p:2244-2254
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