ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
— This phenomenological study explored the experiences and perspectives of English teachers implementing the Every Child A Reader Program (ECARP) in Palapag I District, Northern Samar, Philippines. Using Colaizzi’s phenomenological thematic analysis, ten purposively selected teachers with at least three years of teaching experience were interviewed to understand their implementation practices, lived experiences, challenges, and perceptions of program effectiveness. The study revealed five key implementation strategies: regular integration into instruction, remediation and support activities, reading assessment and monitoring, engagement strategies, and resource availability. Teachers experienced emotional and relational growth, adaptation to learner needs, challenges with workload, perceived positive impacts, and mixed feelings of productivity and frustration. Major challenges included teaching difficulties, resource limitations, student engagement issues, time constraints, and classroom management problems. Despite challenges, teachers perceived ECARP as effective in improving student reading performance, confidence, and engagement, though they emphasized the need for enhanced training and resources. The findings contribute to understanding literacy program implementation in developing contexts and inform the development of targeted professional development initiatives. Keywords — reading program, lived experience, challenges encounter, perceived impact, ECARP