International Journal on Science and Technology

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Teaching Practices on Developing Reading and Learners’ Reading Comprehension in Select Districts of Bukidnon

Author(s) Analyn V. Espinar, Nora C. Narido
Country Philippines
Abstract Reading comprehension is a crucial skill that greatly impacts lifelong learning. This study investigated the teaching practices for developing reading skills and their relationship to Grade 2 learners' reading comprehension in select districts in the Division of Bukidnon. Specifically, it assessed the level of teachers' practices, evaluated learners' reading comprehension based on the Early Grade Reading Assessment (EGRA) posttest results, and examined the correlation between the two. The study involved 137 Grade 2 teachers and 274 learners. Teachers’ practices were assessed using an adapted instrument from Ferolino, while learners' reading comprehension was measured using EGRA posttest data. Sampling techniques included universal and purposive methods. Data analysis employed descriptive statistics and Pearson Product Moment Correlation. Results showed that among the teaching practices, instrumental support had the highest mean, while reading scaffolds had the lowest. For learners, the highest reading comprehension level was at the instructional level, while the lowest was the non-reader level. A significant relationship was found between teaching practices and reading comprehension outcomes. These findings emphasize the critical role of effective teaching strategies in improving literacy, offering key insights for enhancing reading instruction and informing education policies in the selected districts of Bukidnon.
Keywords Learners' Reading Comprehension, Teaching Practices
Field Sociology > Education
Published In Volume 16, Issue 2, April-June 2025
Published On 2025-05-21
DOI https://doi.org/10.71097/IJSAT.v16.i2.5358
Short DOI https://doi.org/g9mq8r
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