Teaching Reading Strategies and Challenges in the New Normal: Context of a School District in Northern Luzon

Abstract

The strategies in teaching reading and challenges encountered by teachers are influenced by a number of interrelated factors. Using a combination of quantitative and qualitative approaches through the descriptive and comparative methods, this study determined the level of utilization of teaching reading strategies by teachers in pre-reading, while-reading and post-reading. It also examined whether there exists a significant difference in the level of utilization when responses are grouped according to grade level and school classification. Moreover, the study brought out the challenges encountered by the elementary teachers during the COVID-19 pandemic. Findings showed that the level of utilization of teaching reading strategies along pre-reading, while-reading and post-reading is moderate. Further, there are no significant differences in the level of utilization of the teaching reading strategies when grouped according to grade level. and school classification. The challenges encountered included limitation of assistance and teaching time, transportation of teachers for their home visitation, pupils’ lack of interest, lack of assistors/guidance from the family, and lack of supplementary reading materials at home. From these, it could be concluded that the teaching of reading is greatly affected by the pupils’ circumstances.