Aug 2026· International Journal of Research on Multidisciplinary Studies· Vol 1, pp. 385· 0 citations· 13 references
Abstract
educational systems continue to adapt to evolving curricular standards and increasing literacy demands, students are expected to demonstrate higher levels of reading comprehension and critical engagement with texts. However, many learners struggle to adjust to these changing expectations, highlighting the need for effective instructional approaches. This study examined the relationship between teachers’ pedagogical strategies and the reading comprehension performance of Grade 7 students in a public secondary school in the Philippines during the School Year 2024–2025. Using a descriptive-correlational research design, data were collected from English teachers and students through a validated research instrument and analyzed using descriptive statistics and correlation analysis. Findings revealed that pedagogical strategies were frequently practiced, with interactive teaching and differentiated learner-centered approaches emerging as the most utilized instructional methods. Students demonstrated very satisfactory reading comprehension performance, particularly in applying reading strategies, although challenges remained in evidence-based interpretation and higher-order comprehension tasks. Results further revealed a significant positive relationship between the use of pedagogical strategies and reading comprehension performance (r = 0.692, p = 0.012), indicating that students exposed to diverse and engaging instructional practices tend to achieve stronger learning outcomes. The findings underscore the importance of responsive pedagogy in supporting literacy development, educational quality, and the advancement of Sustainable Development Goal 4.
The study investigates how this integration affects comprehension, critical thinking, student engagement, learner autonomy, and the particular difficulties that students face using thematic analysis. Student perspectives, classroom observations, and classroom records were used to collect data. Using detailed information from ten informants with a range of skill levels, this qualitative case study examines the impact of combining language and content in academic reading for English as a Foreign Language (EFL) learners in higher education. The results show that students' reading comprehension is much improved by contextualizing reading materials, structuring instruction, and connecting the subject to real-world scenarios. Giving students the chance to relate academic material to their own experiences increases their engagement and sense of autonomy. However, issues with technical jargon, a lack of prior knowledge, and the interpretation of statistical or graphical data remain obstacles. Scaffolded analysis, modeling of reading strategies, and pre-teaching of specialist terminology are among the effective tactics identified. These findings highlight the importance of adaptable, targeted teaching strategies for EFL students. Such interventions are essential for fostering critical thinking, academic literacy, and independence. Integrating language and content supports EFL learners in overcoming reading challenges and achieving academic success.
Asrul Asrul, Abdulhalim Daud, Awaludin Rizal et al.· GLENS: Global English Insigh...· 0 citations
Reading skills are an important component of English language learning because they enable students to understand information presented in texts. In practice, students still face difficulties in understanding vocabulary and identifying main ideas, requiring the use of appropriate reading instructional strategies. This study aimed to analyze the strategies used by an English teacher in teaching reading skills and to identify the challenges faced by students in understanding texts at SMPN 3 Donggo. This study employed a descriptive qualitative design and was conducted in 2026. The participants were selected using purposive sampling and consisted of one English teacher and 21 eighth-grade students from Class VIII B. Data were collected through classroom observations, interviews, and documentation and were analyzed through data reduction, data display, and conclusion drawing. The findings showed that the teacher implemented reading strategies through three stages: pre-reading, while-reading, and post-reading. The strategies included activating students’ prior knowledge, using guiding questions, introducing vocabulary, reading aloud, skimming, scanning, identifying main ideas, conducting group discussions, summarizing, and retelling. The use of varied and interactive strategies supported students’ engagement in understanding texts, although some students still experienced difficulties with vocabulary and identifying main ideas. Therefore, the systematic and integrated implementation of reading strategies can support students’ reading comprehension.
ABSTRAK
Keterampilan membaca merupakan salah satu kemampuan penting dalam pembelajaran bahasa Inggris karena mendukung siswa dalam memahami informasi yang disajikan dalam teks. Dalam praktiknya, siswa masih menghadapi kesulitan dalam memahami kosakata dan mengidentifikasi ide pokok, sehingga diperlukan strategi pembelajaran membaca yang sesuai. Penelitian ini bertujuan untuk menganalisis strategi guru bahasa Inggris dalam mengajarkan keterampilan membaca serta mengidentifikasi tantangan siswa dalam memahami teks di SMPN 3 Donggo. Penelitian ini menggunakan desain deskriptif kualitatif dan dilaksanakan pada tahun 2026. Pemilihan subjek menggunakan teknik purposive sampling, dengan subjek terdiri atas 1 guru Bahasa Inggris dan 21 siswa kelas VIII B. Data dikumpulkan melalui observasi kelas, wawancara, dan dokumentasi, kemudian dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru menerapkan strategi membaca melalui tiga tahap, yaitu pre-reading, while-reading, dan post-reading. Strategi yang digunakan meliputi pengaktifan pengetahuan awal, pertanyaan pengarah, pengenalan kosakata, reading aloud, skimming, scanning, identifikasi ide pokok, diskusi kelompok, merangkum, dan retelling. Strategi yang bervariasi dan interaktif mendukung keterlibatan siswa dalam memahami teks, meskipun beberapa siswa masih mengalami kesulitan dalam penguasaan kosakata dan identifikasi ide pokok. Dengan demikian, penerapan strategi membaca secara bertahap dan terpadu dapat mendukung pemahaman membaca siswa.
Reading instruction during the primary grades provides the foundation for children’s academic success and lifelong learning. Despite the importance of early literacy, limited studies have examined the reading instructional strategies employed by Grade 1 teachers and their relationship to pupils’ reading comprehension in public elementary schools in Solana District, Cagayan. This study determined the utilization and perceived effectiveness of reading instructional strategies and instructional materials, assessed the reading comprehension of Grade 1 pupils, and identified the challenges encountered by teachers. Using a descriptive-normative research design, data were collected from 34 Grade 1 teachers through a researcher-made questionnaire, documentary analysis, and unstructured interviews. Frequency, percentage, and weighted mean were used in analyzing the data. The findings revealed that teachers very often utilized effective reading strategies and instructional resources. Pupils demonstrated a very high level of reading comprehension, although inferential comprehension remained comparatively lower than literal understanding and critical thinking. Teachers, however, encountered serious challenges related to learner attention, parental support, instructional resources, and specialized reading instruction. The study underscores the need to strengthen home-school collaboration, enhance teachers’ professional development, and provide sustained instructional support to further improve early-grade reading instruction.
Vanessa Butay· International journal of hum...· 0 citations
This study explored the perspectives of Grade 2 teachers in addressing the reading comprehension challenges of struggling learners in the Santa Maria West District, Davao Occidental Division. Utilizing a qualitative descriptive research design, data were collected through interviews to capture teachers’ observations, instructional practices, and insights within their natural classroom settings. Anchored on the Simple View of Reading and Scarborough’s Reading Rope, the study examined comprehension as influenced by linguistic, cognitive, instructional, and systemic factors. Findings revealed that learners experience significant difficulties in vocabulary development, word recognition, and higher-order comprehension skills such as sequencing, retelling, and inferencing. Language barriers were evident, as many learners demonstrated greater proficiency in Bisaya and Filipino than in English, often resulting in disengagement and low participation during classroom activities. To address these challenges, teachers implemented scaffolded and adaptive strategies, including guided reading, differentiated instruction, translanguaging, vocabulary enrichment, and the use of visual and interactive materials to enhance engagement. However, systemic constraints such as limited instructional time, insufficient professional training, lack of structured literacy programs, and minimal parental involvement hindered the effectiveness of these interventions. Teachers emphasized the importance of sustained institutional support through targeted professional development, adequate resource allocation, school-wide literacy initiatives, and strengthened family engagement. The study proposes a contextualized literacy support framework integrating teacher capacity building, structured instructional resources, and collaborative partnerships to improve literacy outcomes.
Jessa Y. Torres, Amelie E. Trinidad· International Journal of Man...· 0 citations
This study investigated the instructional strategies employed by EFL teachers to support low-proficiency learners in inclusive classroom settings and examined the extent to which these strategies influenced learners’ participation and language achievement. Employing a mixed-methods approach with an exploratory sequential design, the study combined qualitative and quantitative data to provide a comprehensive understanding of inclusive teaching practices. Qualitative data were collected through semi-structured interviews with six EFL teachers and focus group discussions with students, while quantitative data were obtained from structured questionnaires and classroom-based assessments. The qualitative findings revealed that teachers implemented various inclusive instructional strategies, including scaffolding, peer collaboration, simplified and contextualized instruction, and differentiated tasks to accommodate learners’ diverse needs. The quantitative findings demonstrated that these strategies positively influenced students’ classroom participation and language achievement, particularly in vocabulary mastery, grammar accuracy, reading comprehension, and writing performance. The study further highlighted that supportive and flexible instructional practices contributed to increased learner confidence and engagement in classroom activities. Overall, the findings emphasize the importance of inclusive pedagogy in creating equitable and participatory EFL learning environments. The study also offers pedagogical implications for teachers, curriculum developers, and educational institutions in supporting low-proficiency learners more effectively.
Despite ongoing efforts to enhance educational equity, students in prevocational education continue to struggle with reading comprehension and motivation, posing challenges for teachers. This study examines how Lesson Study influences teachers' dispositions towards reading comprehension and its instruction. The focus is on 7th- and 8th-grade Dutch language teachers, as well as teachers of Project General Subjects, a course integrating language, mathematics, history and science.
A multiple case study design was used in four schools. Fifteen teachers and one school leader engaged in a Lesson Study cycle on reading instruction. Data were collected through group interviews and team presentations and analysed using inductive and deductive coding, complemented by a thematic analysis to trace developments in teachers' knowledge and beliefs regarding reading.
Teachers broadened their understanding of reading comprehension, moving from surface to more process-oriented conceptions. They increasingly emphasised scaffolding, motivation and active learning as core elements of instruction. Other elements such as students' reading engagement and language development remained underexplored. While Lesson Study fostered short-term gains in instructional strategies and confidence, deficit views on students and low expectations persisted, and teachers' self-efficacy remained fragile, especially with struggling readers.
The study extends research on teachers' professional development in prevocational education by showing both the promises and potential limits of Lesson Study. It emphasises the importance of ongoing, iterative support to enhance teachers' beliefs, confidence and knowledge, particularly in prevocational settings facing persistent challenges with student motivation and teacher self-efficacy.
S. Werbrouck, A. Rogiers, H. van Keer· International Journal for Le...· 0 citations
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