Reading comprehension is a fundamental component of literacy development; however, many learners continue to experience difficulties due to insufficient mastery of foundational skills such as sight-word recognition. Despite the widespread use of basic sight-word recognition exercises in early-grade instruction, limited empirical evidence exists regarding their implementation and learners’ reading comprehension in localized contexts. This study examined basic sight-word recognition exercises and learners’ reading comprehension in selected public elementary schools in Alicia District, Bohol, Philippines. A quantitative descriptive research design was employed, involving 269 respondents composed of 52 teachers and 217 learners from Grades 4 to 6. Data were gathered using a validated 16-item teacher questionnaire adapted from Lyon (2020; Cronbach’s alpha = 0.92) and the Philippine Informal Reading Inventory (Phil-IRI) to assess learners’ reading comprehension. Weighted mean and percentage distribution were used for data analysis. Findings revealed that basic sight-word recognition exercises were widely practiced among teachers, with a composite mean of 3.59. Moreover, most learners were classified as independent readers (54.38%), followed by Instructional readers (43.78%) and Frustration readers (1.84%). The findings suggest that teachers consistently implement sight word recognition exercises, while most learners demonstrate independent reading comprehension levels. Based on the results, it is recommended that teachers continue integrating structured sight-word activities into reading instruction to further support literacy development in their classrooms.
Vince Kenneth Ahat, Sheila Mae Bucio, Michelle Palmero et al.· Journal of Interdisciplinary...· 0 citations
Reading comprehension is a fundamental skill essential for learners’ academic success; however, many elementary pupils experience difficulties due to limited vocabulary knowledge, indicating a gap between vocabulary instruction practices and learners’ comprehension outcomes. This study examined the relationship between teachers’ implementation of vocabulary-building strategies and learners’ reading comprehension in selected public elementary schools in Candijay District, Bohol. A descriptive correlational research design was employed, involving 298 respondents, comprising 13 teachers and 285 Grade 4–6 learners. Data were gathered using a 40-item questionnaire adapted from Mehmood et al. (2025) and the Philippine Informal Reading Inventory (Phil-IRI). Weighted Mean and Spearman’s rho were used for data analysis. Results revealed that teachers consistently implemented vocabulary-building strategies, with an overall composite mean of 3.64, interpreted as “Always/Highly Practiced,” while metacognitive strategies had the highest mean (WM = 3.71). Findings also revealed that 75.08% of learners were at the independent reading comprehension level. Furthermore, a strong positive significant relationship was identified between vocabulary-building strategies and reading comprehension (ρ = 0.602, p < 0.001), leading to the rejection of the null hypothesis. These findings suggest that the effective and consistent implementation of vocabulary-building strategies is significantly associated with improved learners’ reading comprehension. Hence, it is recommended that teachers intensify structured and interactive vocabulary instruction to further enhance literacy outcomes among elementary learners.
Emma Requina, Jeany Fe Burato, Amie Libay et al.· Journal of Interdisciplinary...· 0 citations