International Journal on Science and Technology

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Volume 17 Issue 4
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Teachers’ Practices on Concept-Oriented Reading Instruction and Learners’ Reading Engagement

Author(s) Ms. Felma B. Buray, Dr. Angelica Mae M. Alemanio
Country Philippines
Abstract Reading proficiency remains a concern in elementary schools at Naawan District. Learners experience difficulties in reading comprehension, fluency, and staying uninterested in reading. This study examined teachers’ practices on Concept-Oriented Reading Instruction (CORI) and learners’ reading engagement in Naawan District, Division of Misamis Oriental, during the School Year 2025–2026. Specifically, it described the teachers’ profile, assessed CORI practices, and determined learners’ reading engagement. A quantitative descriptive research design was used involving 152 respondents selected through universal sampling. Data were gathered using a patterned and modified questionnaire. Frequency, mean, percentage, and standard deviation summarized the data.
Results showed that interactive reading activities were the most highly practiced, while emotional engagement obtained the highest level among the learners’ engagement. The study recommends that interactive reading activities, which can help learners develop understanding and collaboration, support cooperative learning and connect reading with their life experiences. School administrators may provide continuous professional development and mentoring opportunities for teachers to strengthen the use of CORI practices.
Keywords concept-oriented reading instruction, reading engagement
Field Sociology > Education
Published In Volume 17, Issue 4, October-December 2026
Published On 2026-10-09
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Crossref DOI prefix of IJSAT is 10.71097/IJSAT

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