The Imperative of Inclusive Literacy: Teachers Lived Experiences Fostering Struggling Readers Through the Lens of No Child Left Behind

Abstract

This study explored the lived experiences of elementary teachers in supporting struggling readers within the context of inclusive literacy and examined the challenges they encountered and the instructional practices they employed to foster reading development. Using a qualitative phenomenological research design, the study captured teachers' perspectives on delivering responsive literacy instruction while addressing the diverse needs of learners experiencing reading difficulties. Data were collected through semi-structured interviews with six purposively selected Grade 1–6 teachers from Las Navas Elementary School during the School Year 2025–2026. The interview transcripts were analyzed using Braun and Clarke's thematic analysis to identify recurring patterns across participants' experiences. The findings revealed that teachers' efforts to support struggling readers were influenced by multiple instructional, contextual, and institutional factors. Participants described challenges associated with limited instructional resources, diverse learner needs, heavy teaching responsibilities, home and environmental constraints, and insufficient parental involvement, all of which affected the implementation of individualized reading support. Despite these challenges, teachers demonstrated instructional adaptability by employing explicit phonics instruction, guided and small-group reading, differentiated instruction, scaffolding, modified learning materials, continuous progress monitoring, and positive reinforcement to enhance learners' reading competence and confidence. Collaboration with parents, colleagues, and other stakeholders also emerged as an important component of sustaining literacy interventions. The findings underscore that fostering struggling readers requires not only evidence-based instructional practices but also supportive learning environments and collaborative efforts that address the broader conditions influencing literacy development. The study provides insights that may guide teacher professional development, strengthen school-based reading intervention initiatives, and inform policies aimed at promoting equitable and inclusive literacy education.