Enhancing Elementary Learners’ Comprehension through Guided Reading: Instructional Exercises

This study, entitled “Enhancing Elementary Learners’ Comprehension Through Guided Reading: Instructional Exercises,” aims to examine the reading comprehension difficulties of elementary learners and the utilization of guided reading instructional strategies by teachers in selected public elementary schools in Garcia Hernandez District and Ubay I District, Schools Division of Bohol, Province of Bohol, during School Year 2026–2027. Specifically, it seeks to describe the demographic profile of the teacher-respondents, identify learners’ perceived difficulties in reading comprehension, determine the extent of teachers’ utilization of guided reading strategies, and examine the relationship between perceived comprehension difficulties and the utilization of these strategies. The study focuses on five comprehension skills: identifying the main idea, recognizing supporting details, understanding vocabulary in context, sequencing events or information, and making inferences and drawing conclusions. A descriptive-correlational research design will be employed, using a structured questionnaire as the primary data-gathering instrument. The respondents will consist of 60 elementary teachers from the selected public elementary schools. Frequency counts, percentages, weighted means, and composite means will be used to describe and interpret the respondents’ profiles and questionnaire responses. Correlation analysis will be conducted to determine whether a significant relationship exists between the study variables at the 0.05 level of significance. The results will provide a basis for identifying comprehension skills that require further instructional attention and examining how teachers’ use of guided reading strategies relates to perceived learner difficulties. Based on the findings, enhanced instructional exercises will be proposed to support teachers in providing structured, skill-focused reading activities. These exercises will address main idea identification, recognition of supporting details, contextual vocabulary development, sequencing, and inferential thinking. The proposed output is intended to serve as a supplementary instructional resource that teachers can adapt to learners’ reading levels, needs, and curriculum objectives. The study is expected to contribute to the improvement of guided reading practices and the development of appropriate classroom activities that support elementary learners’ reading comprehension.