Reading Proficiency, Instructional Strategies and Challenges in Public Elementary School

Jogie Lorin Naparato; Noel Alvarez Balares

doi:10.36948/ijfmr.2026.v08i03.79594

Reading Proficiency, Instructional Strategies and Challenges in Public Elementary School

Author(s)	Ms. Jogie Lorin Naparato, Dr. Noel Alvarez Balares
Country	Philippines
Abstract	Reading proficiency is a fundamental skill that significantly influences learners’ academic success and lifelong learning. This study aimed to assess the reading proficiency of elementary students and examine the instructional strategies, challenges, and opportunities in teaching reading in public elementary schools in the Second Congressional District of Camarines Sur. Specifically, it evaluated students’ proficiency in phonemic awareness, vocabulary, comprehension, and fluency; identified instructional strategies employed by teachers; determined challenges encountered; and explored available instructional opportunities. A descriptive-correlational research design was utilized, involving 110 teachers and 132 Grade 2 pupils selected through purposive sampling. Data were collected using standardized reading assessments, survey questionnaires, and validated research instruments. Statistical tools such as mean, weighted mean, standard deviation, and Pearson correlation were employed to analyze the data. Findings revealed that students demonstrated a generally high level of reading proficiency, with vocabulary as the strongest area and phonemic awareness as the least developed. Teachers exhibited strong instructional practices, particularly in lesson design and delivery, although technology integration was relatively less emphasized. Challenges such as large class sizes and classroom dynamics were prominent, while instructional opportunities, especially professional development, were evident. Correlation results indicated limited significant relationships among variables, except for selected factors such as resource availability and overall instructional opportunities. The study concludes that improving reading proficiency requires a balanced approach that integrates effective instructional strategies, addresses contextual challenges, and maximizes instructional opportunities through the development of appropriate reading resource materials.
Keywords	Reading Proficiency, instructional strategies, challenges, instructional opportunities, elementary education
Field	Sociology > Education
Published In	Volume 8, Issue 3, May-June 2026
Published On	2026-05-26
DOI	https://doi.org/10.36948/ijfmr.2026.v08i03.79594

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Reading Proficiency, Instructional Strategies and Challenges in Public Elementary School

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