Abstract
The ability to read is an indispensable skill for a learner to acquire. For it allows a person to learn, develop and succeed in life. It is helpful because it boosts communication skills, cognition, and focus. Since the pandemic, people are more exposed to visual and audio feeds and reading has become less substantial. Hence, this study was conducted in order to assess learner’s reading ability coming from Valencia Elementary School. Considering that the learners have been under a program of modular learning, this study sought to find out if the said educational program significantly helped and improved their literacy. This study used Heideggerian phenomenology as the research design. Interpretative Phenomenological Analysis (IPA) popularized by Moustakas modified by Vann Kaam was used to analyze the lived experiences of the participants. Moreover, the participants in this study were chosen using a purposive sampling method. The participants were requested to go into further detail about their experiences in modular learning. This study is anchored on Howard Gardner’s Multiple Intelligences which is a theory outlining the various methods that students learn and pick up knowledge. To gather information, a semi-structured interviewing guide was utilized. The result presented three (3) key themes specifically: (1) Reliance on Teacher’s Presence; (2) Vocabulary Challenge; and (3) Literacy Obstacle. To deal with these problems, educators should offer the right level of scaffolding at the right time, indulge learners in multisensory activities, and teach students to be more independent in the classroom. It is expedient to help educators understand better the non-readers and low performing students.
