2026· Journal of Interdisciplinary Perspectives· Vol 4, pp. 16-25· 0 citations· 27 references
Abstract
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.
Reading proficiency is fundamental to learners’ academic success because it enables them to understand, interpret, and apply information across learning areas. Despite the recognized importance of vocabulary and reading comprehension, limited local evidence exists on how these two variables are related among Grade 3 learners in rural public elementary schools. This study determined the relationship between vocabulary skills and reading comprehension as measures of reading skills among Grade 3 pupils in the public elementary schools of Solana, Cagayan. Using a descriptive-correlational design, data were gathered from 34 Grade 3 teachers through a validated questionnaire and analyzed using frequency, percentage, weighted mean, and Pearson’s r. The findings showed that pupils had high levels of vocabulary skills and reading comprehension, although teachers experienced very serious challenges in developing reading skills. A significant moderate positive relationship was found between vocabulary and reading comprehension (r = .443, p = .009). The study concludes that strengthening vocabulary instruction, together with sustained instructional support, is essential to improving pupils’ reading proficiency.
May Joy Galletes· International journal of hum...· 0 citations
Persistent gaps in learners’ reading comprehension performance show the need to examine and strengthen instructional interventions in secondary classrooms. This study investigated the reading interventions implemented by teachers, the most frequently practiced strategies, students’ lived experiences of these interventions, the challenges encountered in implementation, and the development of a proposed activity to enhance practice. A mixed-methods design was employed, integrating descriptive quantitative analysis of questionnaire data with qualitative data from open-ended responses, interviews and scanned documents. Data were collected from Key Stage 3 English teachers and purposively selected learners across 47 public secondary schools in Nueva Vizcaya. Findings reveal that teachers implement a comprehensive and integrated set of interventions combining Comprehension Strategy Instruction (CSI), Foundational Reading Skills Instruction (FRSI), and Multicomponent Instruction (MI). Among these, strategies that are practical and immediately responsive to learners’ needs, such as questioning, context clues, inferencing, decoding, vocabulary-building, oral fluency, differentiated instruction, remediation, and the use of localized materials, are most frequently practiced. Students experience these interventions as active and progressive, demonstrating improvements in comprehension, fluency, vocabulary, and confidence, while also showing increased engagement and motivation to read. However, teachers encounter challenges related to time constraints, heavy workload, learner diversity, low motivation, foundational skill gaps, limited resources, inconsistent attendance, lack of parental support, and institutional demands. To sustain and enhance these practices, a division-level activity is proposed to institutionalize effective strategies, strengthen teacher competencies, and promote collaborative approaches to improving reading outcomes.
Karla Dolore Grapiza, Eilene Bugnay· International Journal of Edu...· 0 citations
Reading instruction during the primary grades provides the foundation for children’s academic success and lifelong learning. Despite the importance of early literacy, limited studies have examined the reading instructional strategies employed by Grade 1 teachers and their relationship to pupils’ reading comprehension in public elementary schools in Solana District, Cagayan. This study determined the utilization and perceived effectiveness of reading instructional strategies and instructional materials, assessed the reading comprehension of Grade 1 pupils, and identified the challenges encountered by teachers. Using a descriptive-normative research design, data were collected from 34 Grade 1 teachers through a researcher-made questionnaire, documentary analysis, and unstructured interviews. Frequency, percentage, and weighted mean were used in analyzing the data. The findings revealed that teachers very often utilized effective reading strategies and instructional resources. Pupils demonstrated a very high level of reading comprehension, although inferential comprehension remained comparatively lower than literal understanding and critical thinking. Teachers, however, encountered serious challenges related to learner attention, parental support, instructional resources, and specialized reading instruction. The study underscores the need to strengthen home-school collaboration, enhance teachers’ professional development, and provide sustained instructional support to further improve early-grade reading instruction.
Vanessa Butay· International journal of hum...· 0 citations
This study explored the perspectives of Grade 2 teachers in addressing the reading comprehension challenges of struggling learners in the Santa Maria West District, Davao Occidental Division. Utilizing a qualitative descriptive research design, data were collected through interviews to capture teachers’ observations, instructional practices, and insights within their natural classroom settings. Anchored on the Simple View of Reading and Scarborough’s Reading Rope, the study examined comprehension as influenced by linguistic, cognitive, instructional, and systemic factors. Findings revealed that learners experience significant difficulties in vocabulary development, word recognition, and higher-order comprehension skills such as sequencing, retelling, and inferencing. Language barriers were evident, as many learners demonstrated greater proficiency in Bisaya and Filipino than in English, often resulting in disengagement and low participation during classroom activities. To address these challenges, teachers implemented scaffolded and adaptive strategies, including guided reading, differentiated instruction, translanguaging, vocabulary enrichment, and the use of visual and interactive materials to enhance engagement. However, systemic constraints such as limited instructional time, insufficient professional training, lack of structured literacy programs, and minimal parental involvement hindered the effectiveness of these interventions. Teachers emphasized the importance of sustained institutional support through targeted professional development, adequate resource allocation, school-wide literacy initiatives, and strengthened family engagement. The study proposes a contextualized literacy support framework integrating teacher capacity building, structured instructional resources, and collaborative partnerships to improve literacy outcomes.
Jessa Y. Torres, Amelie E. Trinidad· International Journal of Man...· 0 citations
This paper examines the structural use of integrated cognitive reading strategies to address the language-literacy gap faced by Key Stage 1 learners in English-medium private schools in Sri Lanka, using an action research model. Young multilingual learners often master automated phonetic decoding, whereas a lack of understanding of meaning is enormous under traditional rote learning. Building on an intervention in a primary classroom with 30 pupils that took place over six weeks. Data collection instruments were teacher questionnaires, pre- and post-test student literacy assessments, and student decoding scores, oral fluency percentage, and text comprehension. The descriptive statistics showed a significant positive transformation. The average reading fluency for the cohort was from 37.33 WPM to 52.20 WPM, and the average reading comprehension score improved from 3.73 to 7.47 (out of 10). The author concludes that applying strategies early in the learning process is effective in moving beyond mere word calling to independent meaning construction.
W. Fernando, S. Dhanayaka· Journal of Educational Psych...· 0 citations
This study explored the status of teaching and learning English reading comprehension skills in public primary schools in Tanzania, focusing on instructional approaches, teachers’ preparedness, and assessment practices. A mixed-methods case study design was employed. Data were collected from ten public primary schools in Morogoro Municipality. Participants included 10 English subject teachers who participated in semi-structured interviews, a cohort of 1,324 Standard Six pupils who completed reading comprehension tests, and a subset of 100 pupils who participated in focus group discussions (10 pupils per school). Qualitative data were analysed thematically following Braun and Clarke's six-phase process, while test scores were analysed using descriptive statistics (means, standard deviations) via SPSS version 25. Pupils demonstrated low reading comprehension ability, with mean test scores ranging from 3.56 to 4.15 out of 10 across all ten schools. No school achieved a mean score above 4.15, indicating consistently poor performance. Qualitative findings revealed three major thematic challenges: (1) persistent use of teacher-centred, passive instructional approaches with minimal pupil interaction; (2) limited teachers’ pedagogical preparedness and lack of regular in-service professional development opportunities; and (3) significant difficulties among teachers in designing and implementing effective reading comprehension assessments. Current instructional practices are insufficient for developing foundational reading comprehension skills among Tanzanian public primary pupils. Regular school-based in-service training focused on learner-centred strategies and authentic assessment design is urgently needed. The study contributes empirical evidence from a previously under-researched region to the growing literature on reading instruction in East African public primary schools.