ABSTRACT
Reading comprehension is an essential literacy skill that directly influences academic achievement and lifelong learning. Despite the implementation of national initiatives such as the MATATAG Curriculum, Every Child a Reader Program (ECARP), and the Philippine Informal Reading Inventory (Phil-IRI), Filipino learners continue to demonstrate persistent difficulties in comprehension based on national and international assessments. This study investigates the teaching strategies employed by teachers in Parang North District, specifically in Grades 1 to 6, with the objectives of identifying the strategies used, evaluating their effectiveness, and determining the extent of their impact on learners’ comprehension. The review of related literature emphasizes the effectiveness of guided reading, reciprocal teaching, think-aloud, reading aloud, graphic organizers, KWL charts, partner reading, small group discussions, questioning, and shared reading. These strategies address gaps in fluency, vocabulary, and comprehension while fostering motivation, collaboration, and critical thinking. The study underscores the importance of teachers’ expertise, creativity, and adaptability in bridging literacy gaps, particularly in rural schools where limited resources and socioeconomic challenges often hinder instruction. The research is significant for teachers, students, administrators, and future scholars: teachers may gain insights into effective classroom practices, students benefit from improved comprehension and confidence, administrators can design professional development programs, and future researchers may expand the scope to broader contexts. The findings indicate that varied and interactive teaching strategies are perceived by teachers as effective in supporting pupils’ reading comprehension. Guided reading, reciprocal teaching, and graphic organizers emerging as particularly effective. In conclusion, the study was conducted to contribute to ongoing efforts in strengthening literacy instruction in the Philippines.
Keywords: Reading Comprehension; Teaching Strategies; Guided Reading; Reciprocal Teaching; KWL Chart; Elementary Education
DOI https://zenodo.org/records/23013988
