The Role of Close Reading Practices on the Reading Self-Efficacy of Children with Learning Disabilities in a Selected Elementary School

This study used quantitative correlational design to explore and establish relationships between close reading practices of 35 teachers on the reading self-efficacy of Grade 5 learners with learning disabilities at Agripino P. Santos Elementary School, aiming for the development of a suitable reading program for children with learning disabilities. The study utilized a survey questionnaire to gather close reading practices of teacher-respondents and the perceived reading self-efficacy of Grade 5 learners with learning disabilities. The study also used mean, rank, variance, standard deviation, and Pearson correlation coefficient to determine the averages and analyze the correlation among identified variables. The study found that text-dependent question practice was significantly related to reading comprehension but was not significantly related to reading fluency, reading strategies, or reading motivation. It also found a significant relationship between annotation practices and reading fluency but minimal correlation with reading comprehension, reading strategy use, or reading motivation. Finding evidence practice was significantly related to reading strategies but not to reading comprehension, reading fluency, or reading motivation. Multiple reading practices were not significantly related to reading comprehension, reading fluency, reading strategy use, or reading motivation. To address these, the researcher offered a reading program for LDs using close reading practices and reading self-efficacies that would provide respondents with relevant reading practices and skills to improve their reading efficacy.