Abstract:
Teaching practices in reading skills significantly influence the reading performance of primary
grade learners. Understanding this relationship is essential for designing effective instructional
programs. This study examined the teaching practices in reading skills and class reading
performance in Filipino among primary grade learners in Zone III, Schools Division of Zambales,
during the School Year 2024-2025. A quantitative-descriptive research design was employed,
involving 238 primary grade teachers selected through total population sampling. Data were
gathered using a validated researcher-designed questionnaire, with reliability coefficients of ? =
0.99 for teaching practices and ? = 0.80 for class reading performance. Most respondents were
female, aged 40-49, married, assigned to Grade 1, holding a Teacher I position, with 10-19 years
of service, an education degree, and had attended 1-3 reading-related training sessions in the past
five years. Teachers frequently demonstrated phonemic awareness, guided reading, vocabulary
development, and shared reading strategies. Learners' reading performance in Filipino was
classified as "Developing Reader" based on CRLA assessments. Significant differences in
teaching practices were observed based on age, sex, civil status, teaching position, and highest
educational attainment. However, no significant differences were found concerning grade
assignment, length of service, or training sessions attended. A strong positive correlation was
established between teachers’ teaching practices and learners’ reading performance. An enhanced
reading instructional program was developed to improve instructional methods and learners’
reading skills. Strengthening reading practices is crucial for improving literacy outcomes. The
findings highlight the need for targeted interventions to enhance instructional strategies and
professional development. This study provides evidence-based insights for policymakers and
educators to refine reading instruction and support literacy development among primary grade
learners. |
