TEACHING PRACTICES FOR FULL REFRESHER READERS BY PRIMARY GRADE TEACHERS: FOUNDATION FOR ENHANCED READING PROGRAM

Abstract

This study determined the teaching practices for full refresher readers among 105 primary grade teachers in Palauig District, Schools Division of Zambales during the School Year 2023-2024. Utilizing a quantitative-descriptive research approach, the study employed a validated questionnaire for data collection. Results indicated that a majority of primary grade teachers fell within the age bracket of 30-39 years old, with a significant portion being female. Additionally, most primary grade teachers held the position of Teacher I, had less than nine years of service, and held MA degrees. Various teaching practices were employed by primary grade teachers to enhance the reading skills of full refresher readers, including instruction on reading materials, reading strategies, individualized reading, and collaborative reading. Full refresher readers exhibited light refresher reading levels in both Filipino and English reading results, based on class CRLA-based reading levels. A significant difference was observed in the teaching practices for full refresher readers among primary grade teachers across all dimensions—reading materials, reading strategies, individualized reading, and collaborative reading—based on age and length of service profiles. A positively high and significant correlation was found between the teaching practices for full refresher readers among primary grade teachers and the class CRLA-based reading levels of full refresher readers in terms of Filipino and English reading results. Thus, there is a need for an enhanced program for teaching practices aimed at improving the reading levels of full refresher readers, tailored specifically for primary grade teachers.