OGBASA: Practices, Challenges, and Strategies of Reading Teachers Implementing Reading Programs for Ata-Manobo Students

Abstract

Reading proficiency is fundamental to learners’ academic success and lifelong learning; however, persistent gaps remain, particularly among Indigenous learners in the Philippines. Despite ongoing reading initiatives, limited research has examined how reading teachers implement reading programs within culturally diverse contexts such as that of Ata-Manobo students. This study aimed to explore the practices, challenges, and strategies of reading teachers implementing reading programs for Ata-Manobo learners. Anchored in a qualitative case study design within a social constructivist framework, the study involved purposively selected reading coordinators and teachers. Data were generated through in-depth interviews and analyzed using thematic analysis. Findings revealed that reading teachers implemented contextualized reading practices, including remedial and enhancement programs, structured procedures, and learner-centered approaches. However, they encountered significant challenges such as weak parental support, low student participation due to socio-economic demands, and limited instructional resources. In response, reading teachers employed adaptive strategies, including interactive and collaborative pedagogies, contextualization or indigenization of materials, principle-based instructional approaches, and personal initiatives such as home visitation and use of self-funded resources. The study underscores the need for culturally responsive and context-sensitive reading programs, strengthened school-community partnerships, and sustained institutional support to address structural and resource-related constraints. These findings contribute to improving reading program implementation for Indigenous learners and inform policy and practice in inclusive education.