Reading Instruction Practices Among Multi-Grade Teachers and Learners’ Reading Performance in English

Abstract

This mixed-methods study determined the reading instruction practices of multi-grade teachers and the English reading performance of their learners in selected public elementary schools in the Division of Misamis Oriental during School Year 2024–2025. Anchored on Shulman’s Pedagogical Content Knowledge Theory, the research examined five components of instruction—learners’ motivation, learner-centered reading strategies, open communication with parents, utilization of digital resources, and professional development—alongside learners’ Phil-IRI post-test results and the relationships among these variables. Eighty-two multi-grade teachers handling Grades 4, 5, and 6 were selected through purposive sampling. Data were collected using a validated researcher-made questionnaire, official Phil-IRI post-test results, and structured in-depth interviews with both experienced and beginning teachers. Quantitative data were analyzed through means, standard deviations, and Pearson’s product-moment correlation, while qualitative responses were examined thematically. Findings revealed that teachers highly practiced learners’ motivation, learner-centered reading, open communication with parents, and professional development, whereas utilization of digital resources was practiced at a comparatively lower level. Overall, reading instruction practices were highly practiced. Multi-grade learners across Grades 4–6 performed at the instructional level, indicating partial comprehension and continued need for guided teacher support to attain independent reading. Only the utilization of digital resources showed a significant positive relationship with learners’ reading performance; the other four practices yielded no statistically significant relationships. The study concludes that multi-grade teachers demonstrate strong commitment to supporting diverse learners yet require greater digital integration, and that learners benefit most when instruction is differentiated and technology supported. Recommendations include more frequent use of DepEd digital tools such as Reading Progress and DepEd Commons, targeted activities matched to learners’ decoding, fluency, and comprehension needs, and the use of digital assessment platforms when devices and connectivity are available. The study advances SDG 4 (Quality Education) by strengthening foundational literacy in multi-grade classrooms and contributes to educational and institutional sustainability through improved instructional practices and more responsive support for learners in resource-constrained settings.