ABSTRACT
This study evaluated the implementation of guided reading strategies to the reading comprehension skills of the Grade 4 learners in English. The findings of the study were the bases for an improvement Plan. This study employed a descriptive-correlational research design to determine the relationship between school heads’ supervisory competence and administrative skills and their corresponding impact on teacher performance and stakeholder involvement. The descriptive component of the design was used to describe the current conditions, practices, and perceptions of school heads, teachers, and stakeholders concerning supervisory and administrative leadership. The correlational aspect, on the other hand, sought to establish whether significant relationships existed among the identified variables. According to Creswell (2018), a descriptive-correlational design was appropriate when the objective was to describe the characteristics of a population and determine the degree of association between two or more variables without manipulating them. In this context, the researcher aimed to explore how the school heads’ leadership competencies—particularly in supervision and administration—were related to teachers’ job performance and the extent of stakeholder engagement within the school community. This design was suitable because it allowed for the systematic collection, analysis, and interpretation of quantitative data, facilitating a clear understanding of relational patterns among the variables.
The Test of Difference Between the Pre-Test and Post-Test Scores of Learners, highlighting the comparison of reading comprehension performance of Grade 4 pupils before and after the implementation of the guided reading strategy. The table summarized the pre-test and post-test performances, the statistical analysis, and the corresponding interpretation of results.
The data showed a substantial improvement in learners’ reading comprehension after the intervention. The pre-test results indicated that the majority of learners initially had only fair reading skills, while the post-test results reflected a significant increase, demonstrating higher proficiency in word recognition and comprehension. The comparison clearly indicated that the guided reading strategy positively influenced learners’ ability to understand and apply reading concepts, with all learners showing marked improvement in their performance.
The results implied that the intervention was highly effective, as the statistical analysis confirmed a significant difference between pre-test and post-test performances. The overall improvement underscored the effectiveness of the guided reading strategy in enhancing reading comprehension among Grade 4 learners. This implied that structured, targeted instructional strategies could lead to measurable improvements in literacy skills and helped bridge existing gaps in learners’ reading abilities.
Keywords: Implementation, Guided Reading Strategies, Reading Comprehension Skills, Grade 4 pupils
INTRODUCTION
The Predict-Read-Confirm (PRC) strategy is a reading comprehension technique designed to make learners more active participants in the reading process. It guides students through three stages—predicting, reading, and confirming—allowing them to construct meaning from texts systematically. In the predict phase, learners use prior knowledge and context clues to anticipate what the text might be about. The read phase allows them to verify their predictions and gather new information, while the confirm phase helps them reflect on and evaluate their initial thoughts. This cyclical process of hypothesizing, verifying, and confirming promotes meta-cognitive awareness and enhances comprehension. The PRC strategy is particularly effective for Grade 4 learners, who are transitioning from “learning to read” to “reading to learn,” as it builds their confidence and strengthens their ability to think critically and independently while reading.
According to Cahill and McGill-Franzen (2019) in their study titled “Interactive Reading Strategies to Foster Comprehension among Elementary Learners”, the Predict-Read-Confirm approach significantly increases students’ engagement and comprehension performance. Their research revealed that students who applied prediction-based reading techniques demonstrated higher retention and understanding compared to those who followed traditional reading approaches.
The researcher believes that learners in Grade 4 can greatly enhance their reading comprehension with a right strategy that helps activate their curiosity and motivates them to explore the text to see if their assumptions are accurate. This not only sustains their engagement but also gives them a sense of control over their learning. She appreciates how simple yet powerful this approach is—it does not require sophisticated materials but yields a profound effect on how students perceive reading. The confirm stage strengthens critical thinking as learners evaluate their understanding, thus deepening their comprehension.
One major issue is the limited vocabulary of some Grade 4 learners, which makes it difficult for them to make accurate predictions or connect new ideas to prior knowledge. This vocabulary gap can lead to frustration and disengagement, especially when predictions are far from the actual text content. Another challenge is the variation in reading proficiency levels among students—some quickly grasp the strategy, while others need more guidance. Teachers must balance these differences while maintaining lesson flow, which can be demanding in large classes. Furthermore, some learners misunderstand prediction as mere guessing rather than informed anticipation, weakening the purpose of the confirm stage. These issues suggest that consistent modeling, vocabulary enrichment, and guided practice are essential for maximizing the strategy’s effectiveness.
Conducting a study on the effectiveness of the Predict-Read-Confirm strategy is highly significant in addressing the ongoing challenges in reading comprehension among Grade 4 learners. By exploring how PRC enhances comprehension, engagement, and metacognitive skills, educators can identify evidence-based methods that promote independent reading and critical thinking. This research holds relevance not only for improving classroom instruction but also for contributing to the broader field of literacy education. The findings could provide valuable insights into developing structured yet flexible reading programs that nurture curiosity, understanding, and a lifelong love of reading—skills essential for academic success and personal growth.
This study evaluated the implementation of guided reading strategies to the reading comprehension skills of the Grade 4 learners in English. The findings of the study were the bases for an improvement Plan.
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