ABSTRACT
This study examined the multi-based reading strategies of teachers and their relationship to the comprehension skill of learners in the Schools District of Dao, Schools Division of Capiz, Philippines, for School Year 2024–2025. The descriptive-correlational research design was employed in the study. A total of 72 Grade 1-3 teachers participated as respondents. Data were collected using a validated researcher-made questionnaire and analyzed through frequency counts, percentages, mean, Mann–Whitney U test, Kruskal–Wallis H test, Chi-square test, and Spearman’s Rho at a 0.05 level of significance. Findings revealed that teachers extensively utilized multi-based reading strategies, combining phonics instruction with digital tools, interactive activities, and multimedia resources, indicating a very high level of implementation. Learners’ comprehension skill, as assessed by teachers, was suggesting a strong ability of the learners to grasp the main ideas and details of texts. No significant differences were found in teachers’ multi-based strategies and learners’ comprehension skill when grouped by age, position, school size, school location, and number of trainings attended. Moreover, results showed no significant relationship between teachers’ multi-based reading strategies and learners’ comprehension skill. The study concludes that teachers in Dao District are highly engaged in integrating both traditional and multimedia-based approaches to foster reading comprehension.
Keywords: Teachers’ multi-based reading strategies, learners’ comprehension skill
INTRODUCTION
Reading comprehension is a fundamental skill that significantly influences a learner’s academic performance and overall cognitive development. Traditionally, reading instruction has relied heavily on text-based strategies, which, while effective for some learners, may not sufficiently engage all students or cater to the wide range of learning styles found in diverse classrooms. In response to these challenges, the integration of technology into reading instruction has given rise to multi-based strategies that aim to enhance engagement and improve comprehension outcomes. Recent studies have explored the effectiveness of both multi-based and traditional text-based reading strategies.
According to Vidal (2022), who conducted a study on the Effectiveness of Multimedia and Text-Based Reading Approaches to Grade 10 Students’ Reading Comprehension Skills, multimedia strategies yielded slightly greater improvements. This suggests that the dynamic and interactive features of multimedia tools may offer additional cognitive support to learners during the reading process. Moreover, technological innovations in reading instruction have led to the development of intelligent reading assistants.
Thaqi et al. (2024) introduced SARA: Smart AI Reading Assistant for Reading Comprehension, an AI-powered tool that integrates eye-tracking and large language models to provide real-time, personalized reading support. SARA identifies difficult sections of text and offers immediate, tailored assistance, enhancing the learner’s comprehension and reading efficiency. Despite these advances, gaps remain in the current body of literature. Most studies focus on the general efficacy of multi-based reading strategies without examining how specific elements—such as animations, audio narration, interactive content, and AI-driven tools—affect learners with varied needs. In particular, there is a lack of focused analysis on how these strategies impact struggling readers, learners with learning disabilities, or those with limited access to digital resources. Additionally, limited attention has been given to how teachers implement multi-based strategies that combine both traditional and multimedia approaches in real-world classrooms.
This study, therefore, aimed to address these gaps by examining teachers' multi-based reading strategies and their effect on learners' comprehension skills. Understanding how educators blend various instructional methods—including printed texts, digital resources, and interactive tools—offers deeper insights into effective teaching practices. It helped identify which strategies are most beneficial for the different groups of learners, ultimately contributing to more inclusive and adaptive reading instruction.
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