Reading Instruction in the Digital Age: Teaching Strategies Employed in a Private School’s Online Classes

This study explores the teaching strategies employed for reading instruction during online classes in a private school in the Philippines, focusing on how these strategies address literacy development in the digital age. Using a descriptive quantitative research design, the study surveyed 70 elementary teachers via a validated questionnaire to identify commonly used reading strategies, their effectiveness, and perceived challenges during remote instruction. Findings revealed that direct instruction, guided reading, and interactive digital storytelling were the most frequently employed strategies. Among these, interactive digital storytelling was rated as the most effective, with 89% of teachers reporting improved student engagement and comprehension. Statistical analysis using weighted mean and ranking showed a strong preference for strategies that integrated multimedia tools and learner interaction, particularly among teachers handling lower-grade levels. Furthermore, teachers noted that the availability of gadgets and parental support significantly influenced the success of reading instruction in an online setting. The results suggest that digital literacy strategies, when paired with engaging content and appropriate scaffolding, can effectively support reading development in virtual classrooms. The study underscores the need for ongoing teacher training in technology integration and the development of adaptable digital reading materials suited for diverse learners.