Abstract

This study explores the lived experiences of Grade Three pupils with reading, employing a qualitative, phenomenological approach to gain insights into their perceptions within the context of the MTB-MLE reading curriculum at Saint Anthony Elementary School, Cainta Rizal. Data were collected through observations, individual interviews, and focus group discussions with ten participants. The findings reveal three primary themes: Reading as a Disengaged Process, Playing the Reading Game, and Untapped Knowledge. These themes highlight a spectrum of experiences, from perceived reading as a mandatory task to superficial engagement and varied individual preferences. The study suggests that to enhance reading experiences, educational systems should align reading materials with students' interests, promote authentic engagement through interactive and choice-based activities, adapt teaching approaches to diverse learning styles, and create supportive reading environments. Recommendations include curating diverse reading materials, developing interactive reading activities, employing differentiated instruction, fostering a positive reading culture, and integrating feedback mechanisms