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VOL. 13, ISSUE 1 (2026)
English teachers’ experiences in the conduct of the reading camp: Bases for reading enhancement program
Authors
Emily Jane Tristeza Taleon
Abstract
This qualitative-phenomenological study was
conducted to determine the experiences of English teachers, who volunteered in
the conduct of Reading Camp, as bases for a proposed Reading Enhancement
Program of Local Government Unit (LGU) of the Municipality of Tigbauan. The
findings revealed that English teachers’ experiences in Reading Camp were
fulfilling yet demanding, involved adapting to diverse learners’ needs, and
needed navigating external influences on the learners’ engagement. Challenges
encountered were time and resource constraints, difficulty in maintaining
learners’ engagement and motivation, and low reading levels and learning gaps
among participants. To overcome the challenges, English teachers used coping
mechanisms such as addressing low reading levels and learning gaps,
demonstrating adaptation and resourcefulness of materials, and using engaging
and interactive strategies. It concluded that successful reading initiatives
would depend not only on teachers’ dedication but also on strong partnerships
among schools, parents, Department of Education, and Local Government Unit
(LGU). A proposed Reading Enhancement Program was recommended based on results
of this study.
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Pages:650-654
How to cite this article:
Emily Jane Tristeza Taleon "English teachers’ experiences in the conduct of the reading camp: Bases for reading enhancement program". International Journal of Multidisciplinary Research and Development, Vol 13, Issue 1, 2026, Pages 650-654
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