TEACHING PRACTICES IN READING SKILLS OF PRIMARY GRADE LEARNERS AND CLASS READING PERFORMANCE IN FILIPINO: FOUNDATION FOR AN ENHANCED READING INSTRUCTIONAL PROGRAM

Teaching practices in reading skills significantly influence the reading performance of primary grade learners. Understanding this relationship is essential for designing effective instructional programs. This study examined the teaching practices in reading skills and class reading performance in Filipino among primary grade learners in Zone III, Schools Division of Zambales, during the School Year 2024-2025. A quantitative-descriptive research design was employed, involving 238 primary grade teachers selected through total population sampling. Data were gathered using a validated researcher-designed questionnaire, with reliability coefficients of α = 0.99 for teaching practices and α = 0.80 for class reading performance. Most respondents were female, aged 40-49, married, assigned to Grade 1, holding a Teacher I position, with 10-19 years of service, an education degree, and had attended 1-3 reading-related training sessions in the past five years. Teachers frequently demonstrated phonemic awareness, guided reading, vocabulary development, and shared reading strategies. Learners' reading performance in Filipino was classified as "Developing Reader" based on CRLA assessments. Significant differences in teaching practices were observed based on age, sex, civil status, teaching position, and highest educational attainment. However, no significant differences were found concerning grade assignment, length of service, or training sessions attended. A strong positive correlation was established between teachers’ teaching practices and learners’ reading performance. An enhanced reading instructional program was developed to improve instructional methods and learners’ reading skills. Strengthening reading practices is crucial for improving literacy outcomes. The findings highlight the need for targeted interventions to enhance instructional strategies and professional development. This study provides evidence-based insights for policymakers and educators to refine reading instruction and support literacy development among primary grade learners.