TOWARDS A QUALITY FRAMEWORK ON READING APPROACHES OF ELEMENTARY TEACHERS IN ADDRESSING READING GAPS OF LEARNERS

Abstract

This study aimed to develop a quality framework on reading approaches used by 200 elementary teachers in addressing reading gaps of learners in Zone III, Schools Division of Zambales. The researcher employed a quantitative descriptive research design and utilized a researcher-made questionnaire as the main data source after it passed validity and reliability tests. Findings revealed that the high WM scores and consistent verbal interpretations of indicators as “Highly Helpful” affirm that guided reading approaches, peer-assisted reading approaches, and technology-aided reading approaches are integral to teachers’ strategies for supporting learner development. The variability indicated by SD values prompts considerations for professional development or clarifications in certain aspects of reading approaches, ensuring alignment in practices across classrooms. There was a significant difference in the extent of reading approaches used by the respondents in addressing learners' reading gaps. The positive VM score indicates that instructional approaches are generally effective in supporting learners’ reading and comprehension development. However, the variability in SD values suggests a need for targeted interventions and differentiated instructional strategies to address varying levels of learner progress in reading and comprehension. There was also a significant difference in the reading performance of learners using these approaches. Furthermore, there was a significant effect of demographic factors, particularly age, gender, and highest educational attainment, on the reading approaches of elementary teachers. The findings affirmed that the reading approaches of elementary teachers significantly affect the reading performance and comprehension of learners, as reflected in the regression analysis. The quality framework established standardized guidelines and evidencebased practices that enhance instructional effectiveness and assessment consistency across classrooms, thereby addressing the reading gaps of learners.