Reading instructional strategies and reading comprehension of Grade 1 pupils in public elementary schools

Abstract

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.