The Teaching of Reading: Plotting the Reading instruction Strategies of Elementary School Teachers at Bolo Elementary School, Bauan West District, Bauan, Batangas

Abstract

INTRODUCTION

Readers often face road blocks in the path to comprehension. Regardless of the locus of the reading problems, teaching strategies are one of the most effective means of helping students to overcome them. In this study, the researcher being a school head focuses on identifying the teachers’ knowledge on how to teach reading. It is important that teachers must have effective strategies to help children learn how to read.

METHODS

The researcher utilized a questionnaire validated by the District Research Coordinator. The questionnaire was in the form of a checklist. Informal interview and classroom observation were conducted to supplement the data gathered from the survey.

RESULTS

Based on the data gathered, the reading strategies with verbal interpretation of practiced are using the "read after me" strategy with the highest weighted mean of 3.98, utilizing flash cards (3.82) and utilizing the suggested DepEd teaching reading strategies (3.25) and the rest were included in Seldom Practiced. Teachers also encountered some difficulties in teaching reading in which "lack of support from pupils" parents with the verbal interpretation always encountered got the highest weighted mean 4.53.

DISCUSSIONS

Utilization of the Reading Instructional Strategies compiled by the researchers. Difficulties encountered in teaching reading greatly affect the pupil's reading performance. Utilization of instructional strategies compiled from readings by the researcher such as: Graphic Organizers, incorporating technology, Activating Prior Knowledge, using a word wall, and student’s choice helped to enhance the pupils reading ability.