Abstract
Despite the benefits online distance learning offers, such as cost efficiency, accessibility, and flexibility, it poses challenges to early childhood education teachers and beginning readers. Teachers’ experiences delivering lessons online and the difficulties they face that impact the young learners' literacy development are underexplored. The present study examined how preschool teachers in the Philippines teach reading and the challenges they encounter in an online learning environment. Six preschool teachers participated in a semi-structured interview. Qualitative data were analyzed using three major stages: open coding, axial coding, and selective coding. Four major themes were drawn: online instruction, student engagement, parent involvement, and online setbacks. Findings show that integrating technology played a significant role in delivering lessons using conferencing tools and online applications that young students can easily manipulate. Traditional instruction reading materials are useful such as sand writing, letter cardboards, and puzzles that teachers show virtually. Students actively participated in their synchronous activities like circle times, singing, and recitations. However, challenges included technical issues due to poor internet connection and excessive parental involvement that may diminish student work credibility. Parents assisted their children in online submissions and there are instances when they coach their children in answering questions both in oral and written. This study contributes to designing programs for the improvement of online engagement and literacy instruction, and training programs that will equip educators in online teaching. Further studies on assessing students’ learning, the effectiveness of materials, and the efficiency of teachers’ strategies are recommended.
Author Information
Abigail T. Magsombol, Harvard University Derek Bok Center for Teaching and Learning, United States
Leonell L. Esleta, De La Salle University Integrated School, Philippines
Paper Information
Conference: SEACE2025
Stream: Language Development & Literacy
This paper is part of the SEACE2025 Conference Proceedings (View)
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To cite this article:
Magsombol A., & Esleta L. (2025) Enhancing Emergent Literacy in an Online Distance Learning ISSN: 2435-5240 The Southeast Asian Conference on Education 2025: Official Conference Proceedings (pp. 409-421) https://doi.org/10.22492/issn.2435-5240.2025.35
To link to this article: https://doi.org/10.22492/issn.2435-5240.2025.35
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