Reading comprehension is a foundation for lifelong learning. When not honed, this skill greatly affects the learners’ ability to perform complex tasks expected of them to achieve the standards set by any curriculum. This study investigated teachers' experiences in implementing reading comprehension strategies among junior high school students in selected education service contracting schools in Baguio and Benguet in the Philippines using a descriptive research method highlighting the cross-sectional survey research design. Findings disclosed that foundational reading comprehension remains a serious issue, with low literacy levels, limited vocabulary, and varying student abilities cited as major barriers. Teachers highlighted that insufficient instructional time, lack of reading materials, and behavioral issues like disengagement and uncooperative attitudes hinder effective comprehension. The study underscores how diverse student needs, resource constraints, and limited instructional support compel teachers to invest additional time and effort, often resorting to simplified translation and repeated practice. Student attitudes toward reading, aggravated by technology and other distractions, reduce engagement and prevent the development of a robust reading culture. To address these challenges, the study recommends a comprehensive reading support program integrating differentiated instruction, expanded access to reading resources, and adaptive techniques for students with diverse abilities. The program emphasizes the need for behavioral and motivational interventions encouraging active participation and developing a more positive attitude toward reading. By prioritizing resource allocation, professional development, and targeted student engagement, this study provides a framework for improving reading comprehension outcomes and fostering a more inclusive and supportive literacy environment.
reading, comprehension, strategies, challenges, quality education
Violeta F. Apiles. Assistant Professor II, University of Baguio
No potential conflict of interest was reported by the author(s).
This work was not supported by any funding.
This study was conducted in accordance with the ethical guidelines set by the University of Baguio. The conduct of this study has been approved and given relative clearance(s) by the University of Baguio Research Ethics Committee.
The author declares the use of Artificial Intelligence (AI) in writing this paper. In particular, the author used SciSpace and Elicit for relevant related literature to corroborate the study; Quillbot in paraphrasing ideas; and Scribbr in generating citations. The author takes full responsibility for ensuring proper review and editing of content generated using AI.
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Cite this article:
Apiles, V.F. (2024). Building reading classrooms: Insights from educational service contracting schools in the Philippines. International Journal of Educational Management and Development Studies, 6(1), 1-26. https://doi.org/10.53378/ijemds.353142
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