Guided Reading Strategies: Impact on the Reading Comprehension of Multi-Grade Students

Abstract

Guided reading strategies, characterized by structured and scaffolded instruction, are essential in developing students’ reading skills and comprehension, particularly in multi-grade classrooms. This study examined the impact of guided reading strategies on the reading comprehension of multi-grade students in the District of Motiong, Schools Division of Samar, during the School Year 2025–2026, with the aim of informing the development of an intervention program. Employing a quantitative research design, the study assessed students’ comprehension levels, teachers’ implementation of guided reading strategies, and the challenges encountered during instruction. Findings revealed that 47.01% of students were at the instructional level, 37.61% at the independent level, and 15.38% at the frustration level, indicating that most learners demonstrated adequate comprehension with or without assistance. Among the teacher-related variables, only attitude toward teaching reading showed a moderate and significant correlation with the level of implementation (ρ = 0.561, p = 0.000), while other factors were not significant. Moreover, a weak but significant relationship was found between teachers’ implementation and students’ reading comprehension (ρ = 0.216, p = 0.036). Limited time for individualized instruction emerged as the most significant challenge. Based on these findings, the study recommends differentiated instruction, strengthened guided reading practices, fostering positive teacher attitudes, continuous monitoring, and enhanced support systems to improve learners’ reading outcomes.