ABSTRACT
This study determines the significant relationship between the teaching strategies in reading and the reading performance of Key Stage 1 learners in Hugpa Elementary School, Ormoc City District II, Ormoc City Division. The study employed a descriptive-correlational research design using an adapted survey instrument based on the work of Rasinski and Padak (2021) titled “Effective Reading Strategies: Teaching Children Who Find Reading Difficult.” The questionnaire assessed the extent to which teachers employed various teaching strategies in reading, including pre-reading, during reading, post-reading, vocabulary development, comprehension, and differentiated instruction and motivation. The reading performance of the seventy-three (73) Key Stage 1 learners was determined using the Comprehensive Rapid Learning Assessment (CRLA) results. Findings revealed that teachers implemented reading strategies to a high extent (overall weighted mean = 4.36), while learners’ reading performance showed that 35.6% were reading at grade level, though a large proportion remained in the emerging and transitioning stages. Statistical analysis further revealed a significant moderate positive relationship (r = 0.476, p = 0.000) between teaching strategies in reading and learners’ reading performance. This suggests that the consistent and effective application of diverse reading strategies positively influences early literacy outcomes. Therefore, the study concludes that employing strategic, well-structured, and evidence-based reading instruction plays a crucial role in improving learners’ reading proficiency. Based on these findings, an instructional supervision plan was proposed to strengthen teachers’ capacity in delivering high-quality reading instruction and enhance literacy development among early-grade learners.
Keywords: Teaching Strategies, Reading, Performance, Key Stage 1 Learners, Instructional Supervision Plan
INTRODUCTION
Reading is a necessary skill to succeed academically in school and meet the demands of the ever-changing society. Learning to read is like learning to walk or talk; however, this process must be taken slowly. Reading is a skill that is developed in stages and is an ongoing process. When a child is ready, he or she will progress through each of the five stages of reading development at his or her own pace. These stages cannot be rushed or pushed on children. Because reading with young children influences children's later reading and academic performance, adults must read with children in productive ways. Responsiveness is a guiding principle in reading with young children.
Reading is a fundamental skill that forms the foundation of all other learning. In basic education, early reading proficiency is crucial as it directly influences a child's academic success and lifelong learning capabilities (National Reading Panel, 2020; Snow, Burns, & Griffin, 2021; Roberts, 2023). The ability to read with comprehension allows children to acquire knowledge across various subjects, enhances cognitive development, and fosters critical thinking skills. Early literacy development is also linked to better social and emotional outcomes, making it essential to prioritize reading instruction from the outset of formal education (Chen & Li, 2020; Jones & Smith, 2021; Garcia, 2022).
To become life-long learners, children in grade 1 and up need excellent instruction and experience with a wide variety of engaging text. Teachers use evidence-based interventions and instructional strategies to help improve learners reading skills. Being a grade 1 teacher, it is very important to influence the learners to master the foundational skills in learning to read. Hence, it is relevant to employ different teaching strategies in reading to make the learners read. Reading interventions allow students to read more while in school. Reading interventions, including guided reading with teachers, provide instructional support, daily experience with fluency, comprehension, vocabulary, phonics, phonemes, and exposure to a wide variety of genres and types of texts to become more proficient readers (Richardson, J., 2009).
Guided reading instruction is one of the strategies used by teachers in teaching reading or a small group, differentiated, instructional approach which is essential to meet the needs of the learners in a grade. The essential goal of guided reading is to teach learners reading strategies to help enhance the comprehension and fluency skills. For guided reading to be successful, the classroom environment should be inviting and engaging with the presence of differentiated and varied reading materials and activities to help build a community of readers.
The expertise and teaching abilities of teachers significantly influence learners’ engagement in the classroom. Unfortunately, many teachers lack orientation in assisting struggling readers individually and may not have received adequate training in this area Reyes, et al., (2023). As a result, even with sufficient reading resources, poor readers may not see improvement since teachers are not equipped with the necessary strategies and approaches. Thus, it is a must for teachers to employ different teaching strategies in developing reading skills among learners. High-quality reading instruction encourages teachers to use a variety of strategies to guide their teachings. And it is in this premise that the researcher decided to conduct this study to determine the relationship between the teaching strategies in reading and performance of key stage 1 learners. A proposed instructional supervision plan was formulated based on the findings of the study.
This study determines the significant relationship between the extent teaching strategies in reading and performance of key stage 1 learners of Hugpa Elementary School, Ormoc City District II, Ormoc City Division. The findings of the study were basis for the proposed instructional supervision plan.
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