ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
— This phenomenological study explored teachers’ experiences in integrating reading practices across English, Science, and Mathematics at Sumoroy Agro-Industrial School in Northern Samar, Philippines during the 2024-2025 school year. Using Colaizzi’s Phenomenological Thematic Analysis Model, fifteen teachers with at least three years of experience were interviewed to understand their strategies, challenges, and perceptions regarding reading integration. The findings revealed five key implementation approaches: selection and engagement with reading materials, collaborative real-world connections, enhancing critical thinking and comprehension skills, assessment and evaluation of reading comprehension, and utilization of reading strategies. Teachers encountered four major challenges: resource limitations, time constraints, instructional challenges, and integration difficulties. Despite these challenges, teachers perceived positive impacts including enhanced comprehension and critical thinking, improved vocabulary and language skills, increased engagement and participation, application and real-world connections, and effects on instruction. Based on these findings, a capability-building program titled “Unlocking Literacy: A Journey of Reading Integration” was proposed to enhance teachers’ strategies and practices in integrating reading across various subjects. Keywords — Reading Integration, Phenomenological Study, Cross-Curricular Literacy, Teacher Experiences, Capability Building, Reading Comprehension, Instructional Challenges