Teachers’ Strategies: Their Impact on Learners’ Reading Comprehension Level

The study examined the influence of reading strategies used by teachers on the reading comprehension of learners in two public elementary schools in Sorsogon City, Philippines (Bitan-O Elementary School and Sorsogon Pilot Elementary School, Academic Year 2025–2026). Data were collected from 20 teacher-respondents using survey questionnaires and semi-structured interviews, employing a descriptive research design. Descriptive statistics (frequency, percentage, and weighted mean) were used to analyze quantitative data, while thematic analysis was used for qualitative responses. Teachers frequently implemented guided reading, read-aloud with discussion, independent reading, shared reading, context clues, and graphic organizers. Context clues and vocabulary pre-teaching were the most effective strategies, whereas guided reading, although most frequently used, received the lowest effectiveness rating. Implementation approaches included differentiated instruction, scaffolding, multimodal and bilingual resources, ongoing assessment, and technology-enhanced features. The primary barriers were low learner motivation, limited parental support, poor vocabulary and decoding skills, insufficient instructional time, and large class sizes. These findings led to the proposal of a Learning Action Cell (LAC)-based professional development program to enhance evidence-based reading instruction.