Teaching Reading Practices and Learners’ Reading Performance in Select District Schools of Balingasag

Doris E. Quisil; Ninfa C. Osias

Teaching Reading Practices and Learners’ Reading Performance in Select District Schools of Balingasag

Author(s)	Ms. Doris E. Quisil, Dr. Ninfa C. Osias
Country	Philippines
Abstract	Achieving reading proficiency remains a persistent challenge among basic education learners. This study aimed to determine the teachers’ reading practices and reading performance in selected district schools of Balingasag, Division of Misamis Oriental, during School Year 2024–2025. Specifically, this aimed to describe the respondents’ profile; find out the respondents' level of teaching reading practices; examine the learners’ reading performance in English; determine the significant relationship between teachers’ reading practices and learners’ reading performance; and test the significant difference in teaching reading practices when grouped according to their profile. It employed a descriptive-correlational research design involving 154 Grade 3 teachers, using stratified sampling and a validated, researcher-made questionnaire. Descriptive statistics such as frequency, percentage, mean, and standard deviation were used to describe the variables in the study. Further, Pearson (r) and T-test were employed to test the significant relationship and differences in the independent and dependent variables, respectively. The findings revealed that the respondents were female, aged 36-40 years old, had a master's degree, held Teacher 1 positions, and had five years or less of teaching experience. Teachers’ reading practices were implemented as highly practiced, with differentiated instruction obtaining the highest mean and technology integration the lowest. Learners’ reading was described as Grade Ready and Emergent based on the CRLA post-test results. It further revealed that there was no significant relationship between overall teaching reading practices and overall reading performance, although technology integration showed a significant relationship with learners' insertion miscues. Significant differences were also found between highest educational attainment and guided reading practices, and between teaching experience and differentiated instruction practices. It concludes that teachers may use varied strategies to ensure all learners will develop essential literacy such as decoding, fluency, comprehension, and vocabulary at their own level. The study recommends that teachers should strengthen guided reading, focused remediation, and continuous professional development through data-driven instructional planning.
Keywords	teaching reading practices, reading performance
Field	Sociology > Education
Published In	Volume 17, Issue 4, October-December 2026
Published On	2026-10-15

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Teaching Reading Practices and Learners’ Reading Performance in Select District Schools of Balingasag

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