Supporting Literacy Through Interactive Read-Alouds: Voices of Grade One Teachers

ISSN 3028-1261 10.5281/zenodo.17825516/NIJSE.2025 Supporting Literacy Through Interactive Read-Alouds: Voices of Grade One Teachers Vanissa M. Tanding Abstract. This qualitative study explored the experiences of Grade One teachers in supporting literacy through interactive read-alouds in the context of Caraga, Davao Oriental. A total of ten (10) Grade One teachers participated in the study, five through in-depth interviews and five through focus group discussions, selected through purposive sampling based on their teaching experience and performance. The study uncovered key themes that illuminate how teachers implement, adapt, and reflect on this instructional strategy. Findings revealed three major themes related to their instructional experiences: selecting appropriate text, using open-ended questioning and think-aloud strategies, and developing oral language proficiency. In coping with challenges, teachers employed differentiated instruction, used multimodal approaches, and pursued professional growth through literacy-focused workshops and webinars. Furthermore, educational management insights from participants emphasized the need to improve the availability of instructional materials, adapt the curriculum to accommodate read-aloud integration, and foster a collaborative learning environment. The study underscored the value of interactive read-alouds in early literacy development. It offered practical implications for teachers, school leaders, policymakers, and future researchers, aiming to enhance foundational reading skills among young learners. To make this study meaningful, publication in a reputable journal is essential. KEY WORDS 1. Supporting literacy 2. interactive read-alouds 3. voices 4. grade one teachers Date Received: August 15, 2025 — Date Reviewed: September 20, 2025 — Date Published: October 10, 2025 1. Introduction One of the major concerns I have observed in literacy instruction, especially in early grades, is that many young learners have limited exposure to vocabulary and language at home. This was often due to a lack of reading materials and meaningful conversation opportunities in their daily environment. As a teacher or researcher passionate about early literacy, I have found that interactive read-alouds are highly effective strategies for addressing this gap. They allow Grade One teachers to immerse students in rich language experiences, helping them develop vocabulary and comprehension in ways that feel engaging and natural. During these sessions, teachers pause to explain new words, ask questions, and encourage students to make predictions or respond to the text, which makes reading a lively, shared activity rather than a NIJSE (2025) - solitary task. This study focused on how these techniques were actually used in the classroom, the methods teachers employ, the challenges they face, and how these practices affect learners’ comprehension, vocabulary, and overall language development. I chose to explore this area because, despite the proven potential of interactive read-alouds, there’s still a lack of localized research on how they are implemented and what impact they have in real classroom settings. I believe this study may be valuable not just for teachers, but also for learners, school leaders, and fellow researchers. Teachers can adopt more effective practices, students can benefit from better literacy outcomes, school administrators can use the findings to guide training and curriculum design, and researchers can build on this work to further improve early literacy instruction. Internationally, implementing interactive read-alouds in Grade One classrooms presents various challenges and gaps that affect literacy outcomes. One major issue is the lack of teacher preparation and professional development in effectively utilizing interactive readaloud strategies. Studies from countries such as the United States and Canada reveal that, while interactive read-alouds are recognized for their potential to enhance literacy, many teachers are not adequately trained to implement effective questioning techniques, dialogic reading approaches, and student engagement practices (Santoro et al., 2022). In Australian classrooms, particularly in underserved areas, several key issues and gaps in supporting literacy were identified. These include a lack of resources such as books and technology, which limits the effectiveness of read-alouds. Additionally, insufficient teacher training hinders teachers’ ability to engage students in meaningful literacy activities, and the importance of culturally relevant materials for diverse student populations, including Indigenous and non-native English speakers, as a lack of such resources reduces engagement and comprehension. Socioeconomic factors also contribute to literacy gaps, with many students lacking access to books and languagerich environments outside of school. There was a need for language support for linguistic minorities. These issues are not unique to Australia but are prevalent in underserved regions worldwide, underscoring the need for greater resources, teacher development, and inclusive curricula to improve literacy outcomes (McDonald McDonald, 2021). In multilingual and lowresource settings like South Africa and India, language barriers and limited access to appropriate reading materials further exacerbate the challenge. In South Africa, for instance, teachers face difficulties engaging learners during read-alouds because many students are not proficient in the language of instruction, leading to passive listening rather than active participation (Pretorius Spaull, 2020). Similarly, in rural parts of India, limited access to diverse, culturally relevant literature hinders teachers’ ability to choose texts that resonate with students’ backgrounds, diminishing the potential of interactive read-alouds to foster deep comprehension (Govinda, 2021). Digital literacy and access to technology-based resources also play a critical role in modern classrooms. In countries like the United Kingdom and Australia, while technology has become an essential tool for read-alouds, access to digital platforms and resources remains unequal, particularly for lowincome families (Parsons et al., 2021). This digital divide limits the reach of interactive readaloud strategies, especially in remote learning contexts. In the Philippines, learners, especially in rural or isolated communities, have limited exposure to rich language experiences outside the classroom, affecting their vocabulary acquisition. They face difficulties with reading comprehension, lack motivation to read, or view reading as a burdensome task, particularly if they have limited exposure to books and reading materials. There may be a lack of culturally relevant texts that reflect students’ lived expe2ISSN 3028-1261 10.5281/zenodo.17825516/NIJSE.2025 NIJSE (2025) - riences and cultural backgrounds. Interactive read-alouds serve as an essential tool for addressing several literacy gaps, including vocabulary development, reading comprehension, student engagement, and cultural relevance. These gaps are especially prevalent in rural or underresourced areas, where teachers face challenges such as overcrowded classrooms, limited access to resources, and a lack of training (Duterte Gamo,2020). Another challenge observed in large classrooms, particularly in the Philippines, is the difficulty in managing student engagement during read-aloud sessions. Large class sizes can make it difficult for teachers to involve every student in discussions, leading some children to become passive listeners. This issue often leads to disparities in literacy development, as some students benefit from interactive strategies while others do not (Adu Adeniran, 2021). One of the key challenges identified was the lack of culturally relevant and age-appropriate reading materials that reflect Filipino learners’ realities and languages. Studies highlight that many read-aloud materials are in English, which can limit comprehension for learners who primarily speak Filipino or local dialects (Pascasio, 2022). Teachers often need to translate or adapt stories, which can disrupt the flow of the read-aloud and reduce engagement. Moreover, teachers’ professional development in interactive readaloud strategies was inconsistent. While some urban schools have access to training and resources, rural and underserved areas face significant challenges, with teachers expressing a need for more support in learning dialogic reading techniques and using read-alouds to foster critical thinking and student participation (Ramos Salonga, 2023). In Davao Oriental, interactive read-alouds are increasingly recognized as a vital tool for developing early literacy skills, especially for Grade One learners. However, gaps and issues specific to this region have surfaced, impacting the overall success of these strategies. One of the main challenges teachers in Davao Oriental faced was the lack of access to high-quality, culturally relevant reading materials. Many schools in rural areas of the province experience shortages in both Filipino and locallanguage books, limiting the variety of stories that teachers can read aloud to engage young learners effectively (Reyes, 2023). Additionally, there was a significant reliance on Englishlanguage books, which, although valuable, may not fully connect with students’ linguistic backgrounds, many of whom speak Cebuano or other local dialects at home. Moreover, given the existing issues, the research opted to explore improved access to diverse reading materials, increased teacher training, and the development of localized content that better connects with students’ backgrounds and languages. These steps are essential to enhancing the impact of interactive read-alouds on literacy in Grade One classrooms. 1.1. Purpose of the Study—The study aimed to conduct a phenomenological inquiry into the experiences of Grade One teachers in supporting literacy through interactive readalouds. The goal was to understand the essence of their lived experiences in using this method to enhance literacy development in young learners. The research sought to explore how teachers implement interactive read-alouds in their classrooms, the strategies they employ, the challenges they face, and how they perceive the effectiveness of these read-alouds in improving student literacy, particularly in comprehension, vocabulary, and oral language skills. This inquiry may provide insights into the nuanced ways teachers engage students through storytelling and reading, contributing valuable knowledge to the field of early literacy education. The findings are valuable for teachers seeking to refine their literacy instruction, as well as for school administrators and policymakers seeking to enhance early literacy programs. By centering on the teachers’ experiences, the study offered practical insights into how interactive 3ISSN 3028-1261 10.5281/zenodo.17825516/NIJSE.2025 NIJSE (2025) - read-alouds can be optimized to promote literacy engagement, comprehension, and long-term reading success among Grade One learners. 1.2. Research Questions—In line to explore the strategies of teachers in supporting literacy through interactive read-alouds, including the coping mechanisms with the challenges that they encountered, this study specifically sought answers to the following research questions: (1) W hat are the lived experiences of teachers in supporting literacy through interactive read-alouds? (2) H ow do teachers cope with the challenges encountered in supporting literacy through interactive read-alouds? (3) W hat educational management insights can be drawn on supporting literacy through interactive read-alouds? Interactive read-alouds can improve listening skills, expand vocabulary, and enhance students’ understanding of text structures, which are foundational for developing reading comprehension and provide educators and policymakers with insights into effective instructional approaches. 1.3. Definition of Terms—To fully understand the terms used in this study, the following were defined operationally: Interactive read-alouds Teaching strategy where a teacher reads a book or story aloud to a group of students while actively engaging them in the process through various interactive techniques. Unlike traditional read-alouds, which may involve simply reading a story from beginning to end, interactive read-alouds encourage student participation. This strategy not only promotes literacy skills such as listening comprehension, vocabulary acquisition, and oral language development but also fosters critical thinking, social-emotional development, and a love of reading. Literacy It refers to the ability to read, write, and understand written language in order to communicate effectively. It encompasses a wide range of skills, including reading comprehension, vocabulary development, spelling, writing, and critical thinking. In its broader sense, literacy also involves the capacity to engage with, interpret, and create meaning from various forms of text, whether written, digital, or visual. 1.4. Review of Significant Literature— 1.4.1. Literacy Development through Interactive Read-Alouds—Interactive read-alouds significantly enhance vocabulary development and reading comprehension. Research confirms that active engagement during these sessions helps students acquire and retain new vocabulary by contextualizing words through discussion, prediction, and analysis. Bryant et al. (2021) highlight that children exposed to interactive read-alouds demonstrate increased vocabulary knowledge. Similarly, Miller et al. (2022) and Gonzalez Cruz (2023) emphasize the effectiveness of integrating explicit vocabulary instruction and using context clues to deepen word understanding. In the Philippines, Torres Reyes (2021) observed that teachers in urban schools had more access to resources, enabling richer vocabulary instruction compared to rural areas. Lambert Kline (2020) and Brown Smith (2022) support this, noting that interactive techniques such as questioning and paraphrasing help students develop comprehension and writing skills. However, Alvarez Martin (2022) point out challenges in low-resource settings, such as insufficient professional development and access to diverse books. 1.4.2. Comprehension Skills through Interactive Read-Alouds—Comprehension is a crit4ISSN 3028-1261 10.5281/zenodo.17825516/NIJSE.2025 NIJSE (2025) - ical component of early literacy. Interactive read-alouds foster active dialogue about the text, which enhances students’ understanding of story elements. Biemiller Boote (2020) and Benson et al. (2022) show that questioning techniques (e.g., predicting outcomes, analyzing motivations) improve comprehension and story retention. Garcia Hernandez (2023) found that teachers in the Philippines used strategies like summarization and open-ended questions to increase student engagement and comprehension. Internationally, research by Davis Wilson (2021) and Eason et al. (2021) confirms that interactive read-alouds encourage deeper engagement, fostering both decoding and comprehension skills. Nevertheless, Tan Lee (2020) identify the challenge of teacher training, as readalouds require expertise to be fully effective. 1.4.3. Social and Emotional Learning through Read-Alouds—Interactive read-alouds also promote emotional intelligence by allowing students to discuss characters’ feelings, motivations, and moral lessons. Woolfson (2021) and Johnson (2022) highlight the impact on students’ social awareness and emotional development. Engagement and motivation during these sessions foster a love for reading, essential for long-term literacy. However, challenges such as inconsistent teacher training and limited access to resources persist (Sutherland Davis, 2023; Morris Lee, 2022). 1.4.4. Interactive Read-Alouds in Supporting Literacy—Interactive read-alouds support vocabulary acquisition and comprehension, fostering critical thinking and literacy development. Lopez Friedman (2019) emphasize the emotional impact of read-alouds, with stories acting as both ”windows” (to other cultures) and ”mirrors” (reflecting students’ own experiences). Roble (2020) further demonstrates that active participation in reading sessions strengthens both vocabulary and understanding of literary elements. Muhid et al. (2020) explored the use of read-alouds in English as a Foreign Language (EFL) contexts, where such methods improve listening comprehension, sentence structures, and motivation among students. This approach, integrating questioning and discussion, creates an effective learning environment that boosts language proficiency and literary appreciation. 1.5. Synthesis—Interactive read-alouds were a vital instructional method for building early literacy skills across several areas. Research consistently shows that they are highly effective at boosting vocabulary acquisition; they introduce new words in meaningful ways and encourage active participation through discussions and context clues. These interactive sessions are also crucial for developing strong comprehension skills, prompting students to think critically, make predictions, and connect stories to their own lives. Studies, both in the Philippines and internationally, highlight the positive effects of these strategies, though they also point to challenges like limited resources and the need for ongoing teacher training. Beyond cognitive development, interactive read-alouds significantly enhance student engagement and motivation toward reading. The active involvement these sessions demand helps keep students focused and creates a positive, literacy-focused classroom, especially benefiting those who struggle with reading. Moreover, these shared reading experiences provide excellent opportunities for social and emotional learning. Students can explore characters’ feelings and motivations, which helps build their emotional intelligence and social awareness. Carefully choosing books that reflect diverse experiences and offer new perspectives further supports this emotional growth. In summary, literature strongly supports interactive read-alouds as a powerful teaching tool that goes beyond simple storytelling. They actively involve students in understanding meaning, which in turn boosts vocabulary, deepens comprehension, and 5ISSN 3028-1261 10.5281/zenodo.17825516/NIJSE.2025 NIJSE (2025) - increases engagement. This approach is beneficial even in an English-as-a-foreign-language setting. However, to fully realize the potential of interactive read-alouds, it is essential to address existing challenges, particularly by ensuring fair access to resources and providing sufficient professional development for teachers across diverse educational environments. 1.6. Theoretical Lens—The study’s theoretical lens primarily draws on two key frameworks: Vygotsky’s Sociocultural Theory and the Constructivist Theory of Learning. These theories provide a foundation for understanding how interactive read-alouds facilitate literacy development in young children by emphasizing social interaction, engagement, and active knowledge construction. Vygotsky’s Sociocultural Theory emphasizes the role of social interaction in cognitive development, particularly the concept of the ”Zone of Proximal Development” (ZPD), where learners can achieve tasks with the guidance of a more knowledgeable person (Vygotsky, 1978). In the context of read-alouds, teachers scaffold students’ understanding by asking questions, prompting predictions, and encouraging discussions that allow children to construct meaning from texts. This collaborative process not only supports language development but also motivates students to engage in literacy activities, as they are supported in their learning by the teacher’s guidance and the classroom’s social context (Johnson, 2022). Constructivist Theory, particularly the ideas of Piaget and Bruner, supports the notion that learners actively construct knowledge through experience. In interactive read-alouds, children are not passive recipients of information but are actively engaged in the learning process. Teachers encourage students to predict outcomes, connect their own experiences to the text, and interact with the text, fostering deeper understanding and critical thinking (Harris Baker, 2021). According to Bruner (1996), this active involvement is essential for meaningful learning, as it enables students to internalize new concepts and skills in ways that are relevant to their personal experiences. Recent studies further confirm the importance of these theoretical frameworks in the context of literacy development. Clark and Jones (2023) found that when interactive read-alouds were used within the framework of Vygotsky’s theory, students showed greater engagement and vocabulary retention, as the teacher’s social interaction was integral to learning. Additionally, Brown and Smith (2024) applied a constructivist lens to examine the effectiveness of interactive read-alouds, emphasizing that students’ active engagement with the text, through questioning and making connections, enhanced comprehension and motivation. Thus, the theoretical frameworks of Sociocultural Theory and Constructivism guide this study in exploring how interactive read-alouds can be used as a tool to support literacy development, enhance student engagement, and motivate young learners in grade one classrooms. 2. Methodology This chapter presents the research methodology used to explore the experiences of Grade One teachers in using interactive read-aloud to foster early literacy development. It details the participants involved, the methods of data collection, the role of the researcher, the data analysis procedures, and considerations for ensuring the study’s trustworthiness and adherence to ethical standards. The chapter also discusses key factors and insights that shaped the study’s design and execution, with emphasis on how teachers implement interactive read-aloud strategies to support foundational communication and literacy skills among young learners. 6ISSN 3028-1261 10.5281/zenodo.17825516/NIJSE.2025 NIJSE (2025) - Fig. 1. Conceptual Framework of the Study 2.1. Philosophical Assumptions—This study was grounded in philosophical assumptions that shape how the lived experiences of Grade One teachers as they implement interactive read-alouds to support early literacy are examined, interpreted, and understood. These assumptions serve as the foundation for the research design and guide data collection, analysis, and interpretation. In qualitative inquiry, it is essential to reflect on how these underlying beliefs shape the study’s direction and outcomes. As emphasized by Khalifa and Khalifa (2024), these assumptions encompass ontological (views on the nature of reality), epistemological (how knowledge is formed), axiological (the role of values), and methodological (strategies for conducting research) perspectives within the educational context. Throughout this research, I remained critically aware of my own perspectives regarding the nature of reality in classroom settings, the ways knowledge emerges through shared experiences, the influence of my values on the research process, and the methodological choices made to explore how interactive read-alouds enhance literacy among young learners. Ontology Ontology refers to the philosophical stance concerning the nature of reality, what can be known about the world, and how that reality is understood. A researcher’s ontological position is shaped by conscious and unconscious beliefs, assumptions, and questions, which, in turn, influence how social realities are interpreted and represented in research. These foundational beliefs are crucial for shaping both educational research and classroom practices. Newman (2019) highlights the significance of ontological assumptions in qualitative inquiry, particularly challenging positivist paradigms that prioritize measurable and observable data. Instead, he promotes a constructivist viewpoint, asserting that reality was socially constructed through interactions, dialogue, and shared meanings. This approach aligns closely with qualitative research methodologies that aim to uncover individuals’ personal and collective experiences. In this study, the ontological perspective centered on how Grade One teachers perceive and apply interactive read-aloud strategies as part of their efforts to build foundational literacy skills. Their narratives offer insight into the realities they construct in the classroom shaped by their unique experiences, professional values, and interactions with young learners. These lived realities reflect not only how they implement literacy instruction, but also how they navigate 7ISSN 3028-1261 10.5281/zenodo.17825516/NIJSE.2025 NIJSE (2025) - and respond to the diverse challenges of earlygrade teaching. Epistemology Epistemology concerns the nature of knowledge who can know, how knowledge is acquired, and the relationship between I and the participants. In qualitative research, epistemological assumptions emphasize the value of I’s close engagement with participants to co-construct understanding from their lived experiences. McNeil (2020) urges a shift away from dominant postpositivist traditions toward critical epistemologies that promote social justice and deeper insight into human experiences. According to Denzin, and Lincoln (2018 as cited in Khalifa, 2023), epistemology defines the dynamics between the researcher and the subjects of study, highlighting that knowledge is not discovered in isolation but emerges through meaningful, context-rich interactions. In this view, researchers must immerse themselves in the natural settings of their participants, fostering trust and sustained engagement to capture authentic, subjective perspectives. In this study, I aimed to build close, respectful relationships with Grade One teachers to better understand their use of interactive read-alouds in promoting literacy. By spending time in their teaching environments and engaging in reflective conversations, I would seek to gain nuanced insights into their instructional choices, challenges, and strategies. These rich, firsthand accounts would provide a deeper understanding of how teachers support early literacy development through interactive storytelling and dialogic reading practices. Axiology Axiology concerns the role of values and ethics within the research process. As Creswell (2019) emphasizes, qualitative research is inherently value-laden, requiring researchers to be transparent about their personal beliefs, biases, and ethical stance. This openness enhances the study’s credibility by showing how my background, experiences, and worldview may shape the inquiry and its outcomes. By acknowledging their position, qualitative researchers strive to produce findings that are both authentic and reflective of the relational nature of the research process. In this study, I recognized the importance of honoring the voices. I observed Grade One teachers as they shared their insights on using interactive read-alouds to promote literacy. I approached each participant’s contribution with integrity and respect, fully aware that the data collected was shaped not only by their perspectives but also by my own interpretive lens. I am committed to interpreting their narratives thoughtfully and ethically, ensuring that their values and the educational realities they face are faithfully represented in the analysis. This value-conscious approach aimed to preserve the authenticity of the participants’ stories and the meaningful context behind their strategies and challenges. Rhetorics Rhetoric refers to the foundational beliefs, principles, and stylistic choices that shape how qualitative research is approached, conducted, and communicated. It affects the tone, structure, and language of the study, as well as how meaning is conveyed and interpreted (Creswell Poth, 2019). Rhetorical assumptions play a vital role in aligning the research voice with the chosen qualitative tradition. In this study, I adopted a qualitative research approach rooted in phenomenology to explore the lived experiences of Grade One teachers as they implemented interactive read-alouds to support early literacy development. This orientation allowed for a narrative, reflective style that emphasizes personal voice and rich, descriptive language. As such, I used the first person to narrate the findings and interpretations, maintaining a conversational tone that remains true to the spirit of qualitative inquiry. Throughout the study, I aimed to capture the emotions, perceptions, and beliefs of the participating teachers, expressing their insights in a way that reveals the essence of their 8ISSN 3028-1261 10.5281/zenodo.17825516/NIJSE.2025 NIJSE (2025) - shared experience. By weaving their voices into the narrative, I ensured that the meanings they assign to their teaching practices, especially their use of stories to build foundational literacy, are authentically represented and thoughtfully conveyed. 2.2. Qualitative Assumptions—Assumptions are the underlying beliefs that shape any theoretical framework and are central to the paradigm guiding the research. In qualitative inquiry, explicitly stating these assumptions is essential to provide a clear and accurate understanding of the phenomenon under investigation. This is especially important when the goal is to explore or illuminate theories through indepth engagement with participants’ lived experiences. As Barrick (2020) notes, in-depth interviews are widely used in social research because they enable the collection of rich, detailed perspectives situated within real-life contexts. Hinton and Ryan (2020) also emphasize the value of qualitative interviews across disciplines for uncovering participants’ nuanced perceptions and interpretations. In this study, I employed a phenomenological approach, which is well-suited to investigating lived experiences. This approach required transparency about the study’s assumptions to uphold its credibility and deepen its interpretive validity. Neubauer, Witkop, and Varpio (2019) explain that phenomenology, as a qualitative tradition rooted in philosophy, focuses on how individuals make sense of their experiences. Researchers must engage deeply with this philosophical grounding and remain reflective and self-aware throughout the interpretive process. In this context, phenomenology becomes not just a research method, but a way of seeing and understanding human experience. This study used a qualitative phenomenological design to explore the experiences of Grade One teachers who use interactive read-alouds to support early literacy development. Lester (1999), as cited in Bhandari (2020), describes phenomenology as emphasizing personal knowledge, subjective interpretation, and the exploration of lived experience beyond habitual assumptions or routine classroom practices. Rather than relying on quantitative measures, this study centers on words, stories, and meaningful interactions to grasp the realities teachers construct through their instructional decisions. Data was collected through in-depth interviews and focus group discussions with Grade One teachers who actively use readaloud strategies in their classrooms. These conversations aimed to uncover the underlying meanings behind their pedagogical choices, challenges, and successes in supporting early literacy. Following the phenomenological method, significant statements were extracted through horizontalization, then organized into clusters of meaning. These clusters were interpreted to reveal both what was experienced (textual descriptions) and how it was experienced (structural descriptions), culminating in a synthesized understanding of the shared essence of the teachers’ experiences. This process, however, presented its own challenges. A solid grounding in phenomenological thinking was required. As a researcher, I had to “bracket” my personal biases and assumptions, setting them aside to listen to and represent participants’ voices authentically. I was also mindful of when and how to integrate my own reflections into the narrative without overshadowing the participants’ perspectives. As Qutoshi (2021) suggests, phenomenology not only helps uncover the depth of human experience from the participants’ viewpoint but also offers an opportunity for personal and professional growth. In this study, phenomenology served as a powerful lens through which I explored and conveyed the authentic experiences of Grade One teachers as they used interactive read-alouds to nurture literacy in young learners. 2.3. Design and Procedure—This study adopted a qualitative research approach with a phenomenological design, ideal for exploring 9ISSN 3028-1261 10.5281/zenodo.17825516/NIJSE.2025 NIJSE (2025) - Fig. 2. Analytical Framework of the Study 2.10. Trustworthiness of the Study—In the context of investigating Grade One teachers’ use of interactive read-alouds to support literacy, trustworthiness is crucial for ensuring that the qualitative findings are credible, meaningful, and applicable. Instead of relying on traditional reliability and validity measures typical in quantitative research, this study emphasized the importance of trustworthiness, characterized by credibility, transferability, dependability, and confirmability, essential components that affirm the integrity and rigor of qualitative research. Credibility Credibility in this study referred to the accuracy with which I captured and represented the experiences of Grade One teachers in the Caraga North District, especially regarding their strategies for using interactive readalouds to enhance literacy. To ensure credibility, I would engage in prolonged interaction with the participants, conduct peer debriefing, and employ member checking. This process involved verifying the interpretations with the teachers themselves, ensuring that their voices and experiences were faithfully represented in the findings. Transferability Transferability concerns whether the findings from this specific group of teachers can be applied in other educational settings. To support transferability, I would provide rich, detailed descriptions (thick description) of the research context, participants, and the strategies employed in interactive readaloud sessions. This would allow other educators or researchers working in similar environ16 ISSN 3028-1261 10.5281/zenodo.17825516/NIJSE.2025 NIJSE (2025) - ments, particularly in rural or resource-limited school districts, to assess whether the findings are relevant to their own educational settings and experiences. Dependability Dependability refers to the consistency of the research process. I would maintain a detailed record of all phases of the study, from participant recruitment and data collection to analysis. This comprehensive documentation would allow future researchers to replicate the study or assess its methodological rigor. This is vital for validating the research process and ensuring that the study’s findings are consistent and reliable over time. Confirmability Confirmability ensures that the data and interpretations remain grounded in the participants’ actual experiences, rather than being influenced by the researcher’s biases. To maintain confirmability, I would use field notes and audit trails, and consult with research mentors and colleagues to ensure objectivity and data integrity. This helps to avoid personal biases from affecting the interpretation of the teachers’ experiences. Trustworthy qualitative research such as this can influence education reforms by offering deep, contextual insights into how teachers use interactive read-alouds to support literacy development. As educational systems continue to prioritize foundational skills such as literacy and communication, reliable, credible qualitative research can inform curriculum development, teacher training, and instructional practices. The study also recognizes the challenges of analyzing qualitative data, including managing diverse perspectives and complex narratives. This highlights the importance of carefully selecting analytic methods and maintaining methodological rigor throughout the research process. 3. Results and Discussion This part of the study addressed the research questions and their answers based on participants’ responses. The study explored reflections on Grade One teachers’ experiences with interactive read-alouds to support literacy development in their classrooms. 3.1. Experiences of Teachers in Supporting Literacy Through Interactive Read-Alouds —Grade One teachers play a critical role in establishing literacy foundations, and interactive read-alouds (IRAs) have emerged as a central strategy in achieving this goal. Teachers report that IRAs foster improved student engagement, comprehension, and oral language development, key indicators of early literacy success. 3.1.1. Selecting Appropriate Text—The selection of appropriate texts is critical to the success of interactive read-alouds, particularly in early literacy instruction. Grade One teachers often face the dual challenge of aligning texts with curriculum standards while also meeting the developmental and linguistic needs of young learners. As I analyzed the teachers’ strategies, P1 found interactive read-alouds effective for student engagement and active participation, attributing this to exciting, imaginative texts, and has adapted their practice by selecting diverse texts to target various literacy skills. Teacher 3 believed that the success of interactive read-alouds lies in choosing texts with a clear literacy-teaching purpose and has modified their approach by meticulously planning questions aligned with the text’s objective. It can also be gleaned from the teachers’ responses. Teacher 7 emphasized the importance of selecting relatable texts in interactive read-alouds to foster connection and participation, leading students to share their own experiences actively and prompting a change in their practice to include a wider variety of texts for better represen17 ISSN 3028-1261 10.5281/zenodo.17825516/NIJSE.2025 NIJSE (2025) - tation. Teacher 10 highlighted the importance of text length and complexity in interactive readalouds, especially for young learners, noting that level-appropriate texts help prevent disengagement, leading to a change in their approach to carefully assessing text difficulty and adapting activities accordingly. This was supported by a common factor identified by teachers as vital to the success of IRAs: text selection. Selecting culturally relevant, age-appropriate, and thematically rich books enhances students’ connection to content and motivates participation. Teachers observed that students show greater interest and comprehension when they relate personally to the characters or situations in the stories (Garcia Lim, 2022). This text-to-self connection serves as an indicator of engagement and comprehension, promoting deeper discussions during read-alouds. The foregoing results of the study were consistent with the findings made by a key factor in effective text selection is cultural relevance. When stories reflect students’ own lives, experiences, and identities, learners are more likely to participate and demonstrate stronger text-to-self connections, a critical indicator of reading engagement and comprehension (Garcia Lim, 2022). Teachers have emphasized the importance of choosing stories that resonate with their students’ backgrounds and values, helping to build a sense of belonging and validation in the learning space (Santos Rivera, 2020). In classrooms with diverse learners, this also fosters inclusivity and promotes equitable literacy practices. This corroborates with Cruz and Navarro (2021), texts that balance predictable patterns with rich vocabulary and varied sentence structures support learners in developing both fluency and understanding. Teachers noted that overly complex texts frustrate young readers, while overly simplistic ones fail to stimulate interest or critical thinking. Therefore, texts must be developmentally aligned to foster incremental progress in listening comprehension and oral language development. Additionally, genre variety has emerged as a significant component of text selection. Incorporating a mix of narrative, informational, and poetic texts encourages children to explore multiple formats and fosters genre awareness, which is an early literacy indicator (Villanueva Santos, 2021). 3.1.2. Employing Open-ended Questioning and Think-Aloud Strategies—Open-ended questioning and think-aloud strategies are cornerstone techniques in enhancing the effectiveness of interactive read-alouds (IRAs), particularly in the Grade One classroom, where foundational comprehension and oral language development are critical. Teachers frequently report that these strategies foster deeper student engagement, enhance critical thinking, and encourage active participation, key indicators of early literacy development. Based on the narration, I analyzed how Teacher 2 found that using open-ended questions in interactive read-alouds fostered deeper thinking, critical analysis, and vocabulary growth among students, leading to a shift in their questioning approach to prioritize thought-provoking inquiries. While Teacher 4 discovered that employing the think-aloud strategy during interactive read-alouds effectively models meaning-making processes and encourages students to become more aware of their reading and to formulate their own questions, resulting in the regular integration of think-alouds before student questioning. Meanwhile, Participant 5 observed that combining open-ended questions with think-alouds in interactive readalouds significantly boosts student participation and confidence in sharing ideas, leading to deeper comprehension and prompting a change in practice to incorporate sufficient wait time for thoughtful responses. Teachers employ these techniques to prompt students to make predictions, infer meaning, and explain reasoning. These strategies not only deepen understanding but also enhance oral language proficiency, a foundational component of early literacy (Vil18 ISSN 3028-1261 10.5281/zenodo.17825516/NIJSE.2025 NIJSE (2025) - lanueva Santos, 2021). As noted by Cruz and Villanueva (2020), this aligns with the gradual release of responsibility model, transitioning from teacher modeling to student application, a process indicative of increasing student literacy independence. Teachers also find that openended questions spark classroom discussions that build vocabulary and enhance oral language, another important literacy indicator in early education (Navarro Santos, 2021). Despite their effectiveness, some teachers face challenges in sustaining these strategies due to time constraints, large class sizes, or a lack of training in higher-order questioning techniques (Mendoza De Guzman, 2020) Moreover, implementing these strategies requires deliberate planning and an understanding of text complexity. Teachers emphasized that for open-ended questions and think-alouds to be effective, the texts chosen must offer sufficient depth in theme, character development, and plot to invite inquiry and analysis (Reyes Lim, 2023). This reinforces the interdependence between quality text selection and instructional strategy, both of which are essential components of successful IRA sessions. 3.1.3. Developing Oral Language Proficiency—Oral language proficiency plays a pivotal role in the successful implementation of interactive read-alouds (IRAs) in Grade One classrooms. Teachers report that students’ ability to listen attentively, articulate ideas, and respond to questions meaningfully significantly influences literacy development during read-aloud sessions. As I analyzed teachers’ narration, Teacher 6 observed a direct link between students’ oral language proficiency and their active participation and comprehension during interactive read-alouds, leading to the implementation of more structured oral language activities to enhance these skills. Teacher 8 recognized interactive read-alouds as a powerful tool for vocabulary and oral language development through contextual learning and think-alouds, resulting in students using more complex sentences and detailed responses, prompting a shift to select vocabulary-rich texts, and actively modeling new word usage. Participant 9 found that strong oral language skills enable students to make deeper personal connections with the story and actively share related experiences, leading to more meaningful engagement, and thus incorporated more ’turn-and-talk’ activities to encourage free expression of thoughts and feelings. The said findings were also supported by the fact that one of the primary goals of IRAs is to foster rich verbal interaction around text, enabling children to expand their vocabulary, improve sentence structure, and develop comprehension skills, key indicators of oral language proficiency (Gomez Cruz, 2021). Teachers reported that children with limited oral language skills often struggle to engage with texts beyond the surface level, limiting their ability to infer, predict, and connect personal experiences to the text (Lopez Salazar, 2022). To address this, educators integrate vocabulary preteaching, scaffolded questioning, and partner talk as essential strategies for building oral language competency (Torres Javier, 2023). These practices not only encourage student participation but also create opportunities for peer modeling and feedback, which are essential factors in the development of expressive and receptive language (De Guzman Ramos, 2021). Moreover, oral language is not only a vehicle for comprehension but also a predictor of later reading fluency and academic success (Bautista Lim, 2020). Teachers note that students who are confident in speaking are more likely to ask questions, retell stories, and participate in discussions, thereby strengthening reading motivation and comprehension (Fernandez Alcantara, 2023). As shown in Figure 3, the three themes emerged from participants’ responses regarding teachers’ experiences supporting literacy through interactive read-alouds: selecting appropriate texts, employing open-ended questioning and think-aloud strategies, and de19 ISSN 3028-1261 10.5281/zenodo.17825516/NIJSE.2025 NIJSE (2025) - Fig. 3. Emerging Themes on the Experiences of Teachers in Supporting Literacy Through Interactive Read-Alouds veloping oral language proficiency. In the first circle, selecting appropriate text emerged as a primary theme in teachers’ experiences, highlighting the foundational role of choosing appropriate books for interactive read-alouds. Research, such as that by Bryant et al. (2021), consistently shows that children exposed to a rich vocabulary during read-alouds often display increased vocabulary knowledge. Therefore, careful text selection is crucial to ensure students encounter new words in meaningful contexts, fostering both vocabulary growth and overall literacy development. Another significant theme was found in the second circle, employing openended questioning and think-aloud strategies during interactive read-alouds. Gonzalez and Cruz (2023) emphasize that such interactive techniques, including encouraging students to guess the meaning of unfamiliar words based on context or prior knowledge, can profoundly promote deeper learning. By actively involving students in the thought process, teachers facilitate comprehension, critical thinking, and deeper engagement with the text. In the third circle, the theme of developing oral language proficiency underscores its critical role in interactive read-alouds and overall literacy development. Torres and Reyes (2021) conducted a study on how Filipino teachers use interactive read-alouds to support vocabulary development, finding that the consistency and depth of instruction varied. This variation highlights that while teachers make efforts to integrate vocabulary, the effectiveness of developing oral language through read-alouds often depends on available resources and adequate teacher training to foster proficiency consistently. 3.2. Coping Mechanisms with the Challenges Encountered in Supporting Literacy Through Interactive Read-Alouds —Grade One teachers employ various coping mechanisms to address the challenges of implementing interactive read-alouds (IRAs), particularly amid 20 ISSN 3028-1261 10.5281/zenodo.17825516/NIJSE.2025 NIJSE (2025) - large class sizes, limited resources, and diverse literacy levels. Teachers also emphasize collaborative planning with colleagues, allowing them to share resources, design guided questions, and co-develop literacy goals tailored to students’ language proficiency levels (Andrada Lopez, 2021). This collaboration mitigates the pressure of instructional planning and ensures consistency across classrooms. 3.2.1. Administering Differentiated Instruction—One of the primary coping strategies involves differentiated instruction, in which teachers modify questioning techniques and scaffold discussions to meet individual learners’ needs (Reyes Domingo, 2020). Differentiated instruction has emerged as a key coping mechanism among Grade One teachers to address the diverse learning needs encountered during interactive read-alouds. Teachers face challenges such as varying levels of oral language proficiency, comprehension, and attention span among young learners. In response, educators tailor their instruction by modifying questioning techniques, pacing, and supporting materials to ensure inclusivity (Reyes Santos, 2021). Differentiation also involves grouping students by reading readiness, allowing peerassisted learning during and after the read-aloud session (Lopez Dela Cruz, 2023). Participant 1 demonstrated a thoughtful approach to differentiated instruction during interactive read-alouds, selecting texts of varying complexity and tailoring questions and activities to meet the diverse reading proficiency levels of the class. Meanwhile, Participant 6 addressed the challenge of maintaining student engagement by incorporating varied modalities such as drawing, writing, and role-playing, which allow students with different interests and learning styles to connect with the story and express their comprehension in multiple ways. The response of P7 recognized the difficulty of providing individualized attention during whole-class read-alouds and addressed this by implementing small-group instruction afterward, allowing for more focused support, personalized question-answering, and targeted scaffolding based on students’ specific literacy needs. Differentiated instruction extends to text selection, with teachers choosing materials that align with the interests and comprehension levels of specific student groups (Garcia Ramos, 2022). Teachers adapt their delivery style using dramatization, props, and visual aids to engage learners with limited attention spans or language exposure (Morales Tan, 2020). Through formative assessments such as story-mapping or oral summarization, educators monitor student progress and adjust their instruction accordingly (Castillo Mendoza, 2023). Despite the additional effort required, teachers report that differentiation empowers students to participate actively, thus making literacy instruction more meaningful and equitable (Santos Navarro, 2021). 3.2.2. Creating Multi-modal Approaches— To overcome the challenges of engaging diverse learners during interactive read-alouds, Grade One teachers have increasingly adopted multimodal approaches as a strategic coping mechanism. These approaches integrate various sensory, auditory, visual, and kinesthetic methods to ensure that learners with different learning styles and needs can access and comprehend literacy content. During the interview, participants shared how they employ multi-modal approaches. Participant 2 tackled the challenge of maintaining focus, especially for visual and kinesthetic learners, by integrating modalities like puppets and simple acting activities to bring the story to life. Participant 3 addressed vocabulary limitations by using visual aids, such as pictures and graphic organizers, during read-alouds and strategically pausing to ask questions about these visuals to enhance comprehension. Moreover, Participant 5 addressed the challenge of ensuring all students can share their thoughts by incorporating diverse response methods beyond oral participation, such as response journals for 21 ISSN 3028-1261 10.5281/zenodo.17825516/NIJSE.2025 NIJSE (2025) - drawing or writing, and think-pair-share activities for partner discussions before whole-class sharing. Hence, Participant 10 addressed the challenge of sustaining excitement, especially in longer texts, by integrating multisensory interactive elements such as varied voice tones, simple props, and mood-appropriate background music to enhance engagement. The study’s findings agree that teachers combine oral storytelling with visual presentations, puppetry, digital media, and graphic organizers to enhance students’ comprehension and engagement (Garcia Cruz, 2022). This strategy not only accommodates auditory and visual learners but also supports those with attention difficulties or limited reading proficiency (Lopez Tan, 2020). Multi-modal tools such as story-mapping charts, animated read-alouds, and gesture-based storytelling help to maintain focus and reinforce language development (Morales David, 2021). Moreover, the integration of digital platforms and educational apps has been pivotal in reinforcing story elements and vocabulary acquisition beyond the classroom (Villanueva Ramos, 2023). This addresses the idea that teachers also use music, role-play, and dramatization during read-alouds to create an immersive learning environment that captures students’ imagination and improves recall (Castillo Bautista, 2023). The use of interactive whiteboards and multimedia storybooks further supports differentiated instruction, particularly for learners with speech or language delays (Navarro Santos, 2020). 3.2.3. Accessing Literacy-focused Workshops and Webinars—To address the instructional and practical challenges of implementing interactive read-alouds, Grade One teachers have increasingly turned to literacy-focused workshops and webinars as a crucial coping mechanism. These professional development opportunities provide educators with updated pedagogical strategies, exposure to current literacy frameworks, and access to evidence-based practices tailored to young learners. Participants revealed how important it was to access literacy-focused workshops and webinars. Participants noted that Participant 4 addressed the challenge of selecting appropriate texts by attending webinars to gain criteria and guidance on book selection for interactive read-alouds, and by learning to evaluate texts for language richness and interaction opportunities. Meanwhile, Participant 8 tackled the challenge of maintaining engagement by applying classroom management strategies learned in workshops, incorporating active participation techniques such as ”turn and talk” and quick-response activities, while keeping the focus on the story. Participant 9 also noted a sense of limited post-readaloud comprehension strategies, and accessed online resources and webinar materials, discovering various activities such as graphic organizers, story retelling prompts, and creative writing extensions to deepen student understanding and expression. The foregoing results of the study were consistent with the findings of the study made by many teachers, who report that attending virtual and in-person literacy training equips them with skills in questioning techniques, scaffolding comprehension, and integrating multimodal elements into read-alouds (Reyes David, 2023). Furthermore, these workshops often introduce interactive tools, such as story-mapping apps and oral language scaffolds, which enhance engagement and support students with diverse literacy needs (Tan Cabrera, 2022). Participating in webinars also fosters a sense of professional community, where teachers can share experiences, reflect on challenges, and collaboratively explore solutions (Garcia Lopez, 2020). This collaboration has been especially vital in rural or under-resourced schools where instructional materials are limited, and access to formal training is often constrained (Villanueva Ramos, 2021). This finding was consistent with the notion that comprehensive online platforms enable teachers to revisit session recordings and apply learned strategies at their 22 ISSN 3028-1261 10.5281/zenodo.17825516/NIJSE.2025 NIJSE (2025) - Fig. 4. Emerging Themes on the Coping Mechanisms with the Challenges Encountered in Supporting Literacy through Interactive Read-Alouds own pace, thereby reinforcing sustained learning and adaptability (Mendoza Javier, 2024). The Department of Education and various literacy organizations have played a significant role in offering free or subsidized training sessions that promote research-based interactive readaloud techniques (Morales Santiago, 2020). Figure 4 shows the coping mechanisms teachers use to address the challenges of supporting literacy through interactive read-alouds. This can be summarized as follows: administering differentiated instruction, creating multi-modal approaches, accessing literacy-focused workshops and webinars. In the first circle, differentiated instruction is a key coping mechanism for teachers in addressing students’ diverse needs during interactive read-alouds. This approach allows teachers to cater to individual learning styles and emotional responses, recognizing the profound emotional influence of read-alouds as both windows and mirrors, as Lopez and Friedman (2019) investigated. By differentiating instruction, teachers can more effectively leverage the emotional and cognitive impacts of read-alouds for all students. In the second circle, creating multi-modal approaches is another vital coping mechanism for maximizing the effectiveness of interactive read-alouds. This strategy acknowledges that without proper teacher training, the full potential of interactive read-alouds may not be realized, as Sutherland and Davis (2023) highlight. By integrating various sensory and learning modalities, teachers can enhance engagement and comprehension, address potential training gaps, and enrich the read-aloud experience for students. In the third circle, accessing literacy-focused workshops and webinars is a crucial coping mechanism for teacher professional development. Morris and Lee (2022) report that in resource-poor areas, such as parts of South Africa and the Philippines, teachers face significant difficulties in implementing interactive read-alouds due to limited access to diverse books and teaching materials. Workshops and webinars directly address this challenge by equipping teachers with innovative strategies and knowledge to make the most of available resources and enhance their read-aloud practices. 3.3. Educational Management Insights Drawn from the Findings of the Study on Supporting Literacy through Interactive Read- -Alouds —The findings of the study underscore the critical role of resource availability and quality instructional materials in ensuring the successful implementation of interactive readalouds in Grade One classrooms. Teachers consistently emphasized that having access to a diverse range of developmentally appropriate, culturally relevant, and visually engaging books significantly enhanced student engagement and 23 ISSN 3028-1261 10.5281/zenodo.17825516/NIJSE.2025 NIJSE (2025) - comprehension. The subthemes are shown below: 3.3.1. Improving Availability of Instructional Materials—The findings of the study underscore the critical role of resource availability and quality instructional materials in ensuring the successful implementation of interactive read-alouds in Grade One classrooms. Teachers consistently emphasized that having access to a diverse range of developmentally appropriate, culturally relevant, and visually engaging books significantly enhanced student engagement and comprehension. Some participants shared insights on the importance of improving resource availability and instructional materials. Participant 1 initially found teaching difficult due to classroom chaos, hindering lesson delivery and student learning, but experienced a significant positive change upon learning and implementing effective classroom management techniques like clear rules and positive reinforcement, leading to a quieter, more organized class, better teaching, completed lessons, and improved student learning, realizing that classroom management enhances teaching and learning quality. Meanwhile, Participant 3 viewed classroom management as solely about punishment but broadened their understanding through educational leadership studies, recognizing it as a tool for creating a positive learning environment that fosters student engagement, collaboration, and responsibility, and suggests focusing on social-emotional learning to improve students’ emotional recognition, control, and interpersonal interactions. Further, Participant 4 learned from research that effective classroom management requires consistency and proactivity, emphasizing the importance of planning, establishing routines and procedures at the start of the school year, consistent implementation, and collaboration with parents to address student behavioral issues. Inadequate resources, on the other hand, were reported as a major barrier to planning meaningful read-aloud sessions. This calls for educational managers and school administrators to invest in updated literacy materials and curated text collections suited to learners’ reading levels and interests (Ramirez Bautista, 2022; Villanueva Ramos, 2021). Furthermore, the availability of digital and multimodal resources has become increasingly important, especially in blended or remote learning settings (Tan Cabrera, 2022). Teachers noted that access to e-books, interactive story apps, and audio-visual tools helped enrich read-aloud experiences and address varied learner needs (Navarro Cruz, 2020). Schools with limited access to such resources struggled to maintain consistency in literacy instruction. Educational leaders must therefore prioritize budget allocation for library development, technology integration, and teacher training on resource utilization (Morales Santiago, 2020; Reyes David, 2023). Moreover, fostering partnerships with community stakeholders and local publishers can provide schools with sustainable and contextually appropriate materials (Mendoza Javier, 2024; Dela Cruz Lim, 2023). A study of the importance of resource availability and instructional materials also supports this. Teachers emphasized the necessity of having ageappropriate, culturally relevant, and multimodal texts to engage learners during read-alouds (Santos Flores, 2021). 3.3.2. Adapting Curriculum Flexibility— The study emphasizes the importance of supporting literacy through interactive read-alouds and the need for greater curriculum flexibility in primary education. Grade One teachers emphasized that rigid curricular structures often hinder their ability to conduct meaningful, responsive read-aloud sessions tailored to their students’ unique needs and interests. Some participants also expressed the importance of adapting curriculum flexibility. The theme above was supported during the focus-group discussion. As revealed, Participant 2 used to react 24 ISSN 3028-1261 10.5281/zenodo.17825516/NIJSE.2025 NIJSE (2025) - to classroom trouble with anger and shouting, which escalated situations, but learning about emotional intelligence enabled them to control their reactions, understand student feelings, and address problems calmly, leading to more open communication, easier resolution of misunderstandings, a more positive classroom atmosphere, and improved teaching. Participant 5 emphasized the importance of empathy in classroom management due to students’ diverse backgrounds and needs, noting that showing understanding and care fosters cooperation and learning motivation, and suggested incorporating social-emotional learning activities, such as sharing circles, into lessons. Further, Participant 7 emphasized the significance of selfawareness for teachers in classroom management, including recognizing personal strengths, weaknesses, and triggers, and being mindful of nonverbal cues to improve student interactions. Participant 8 highlighted relationship building as the most crucial aspect of emotional intelligence in classroom management, underscoring the importance of getting to know students personally, showing support, and setting clear yet respectful expectations. The study’s findings align with the curriculum’s flexibility, which allows educators to integrate developmentally appropriate literacy activities such as spontaneous questioning, extended discussions, and crossdisciplinary thematic elements, critical to making read-alouds interactive and effective (Reyes De la Pe ˜ na, 2023). The presence of such autonomy supports differentiated instruction and promotes student engagement and comprehension, which are essential indicators of successful literacy instruction (Morales Tuazon, 2020). Furthermore, flexible curriculum designs empower teachers to select diverse texts that reflect students’ backgrounds and reading levels, supporting inclusive education (Tan Bautista, 2024). This adaptability is particularly important when addressing classrooms with a wide range of language proficiencies and learning styles, as flexibility encourages more equitable participation (Villanueva Cruz, 2022). 3.3.3. Fostering Collaborative Learning Environment—An essential educational management insight from the study on interactive readalouds is the value of fostering collaborative learning environments in Grade One classrooms. Teachers emphasized that literacy development is significantly enhanced when students engage in interactive, peer-supported discussions during and after read-aloud sessions. These responses highlight the impact of professional development as Participant 6 transitioned from a trial-and-error approach to classroom management to using evidence-based techniques learned in a seminar, such as setting clear expectations, giving specific feedback, and using proximity control, which enhanced their teaching effectiveness and confidence in managing the class. Participant 9 found a workshop on avoiding power struggles particularly helpful, learning to give students choices, collaborate on rules, and focus on positive reinforcement instead of always being the ”boss,” which improved student relationships and rule compliance. They also suggested observing effective classroom managers as a valuable learning tool. 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