Asian Journal of Education and Social Studies

Improving early-grade literacy requires understanding not only instructional programs but also the lived realities of teachers who implement them. This study explored the lived experiences of Grade 2 teachers in implementing the ARAL Reading Program, focusing on their instructional experiences, challenges encountered, coping strategies, and insights for program improvement. A qualitative phenomenological research design was employed involving nine (9) purposively selected Grade 2 teachers from a public elementary school in Digos City, Philippines. Data were gathered through semi-structured interviews and analyzed using thematic analysis following the six-step framework of Braun and Clarke, which generated four major thematic areas aligned with the study’s research questions. These include teachers’ lived experiences characterized by fulfillment amid instructional struggles, structured yet demanding reading instruction, emotional complexity, and adaptive pedagogical practices; challenges related to learner diversity, behavioral issues, institutional and resource limitations, time constraints, and limited parental support; coping strategies such as differentiated instruction, phonics-based teaching, multisensory approaches, emotional resilience, collaboration with parents and peers, and the use of structured reading programs; and insights emphasizing the need for improved instructional materials, professional development, stronger institutional support, and enhanced learning environments. The study concludes that within the specific localized context of the participating school in Digos City, effective implementation of remedial reading programs requires not only teacher adaptability but also strengthened systemic and community support to sustain early literacy development.