The Department of Education has envisioned that every Filipino learner should be literate and is provided with the necessary literacy programs needed as part of the educational system of the country. The purpose of this study is proceeded with a concentration on the teaching strategies used by English teachers in helping students improve their literacy skills as assessed using the Munro’s Eight Areas of Literacy Knowledge.
This qualitative study took into consideration purposively chosen junior high school English teachers. Data were gathered from the analysis of lesson exemplars and interview.
Specifically, it sought to answer the following questions:
1. What were the reading literacy strategies employed by Junior High School (JHS)
English teachers in MIINHS in terms of:
1.1 Building relevant oral language to support literacy
1.2 Awareness that texts are written for a range of purposes,
1.3 Word meaning and vocabulary knowledge,
1.4 Orthographic and morphemic language,
1.5 Reading aloud to achieve fluency and phrasing,
1.6 Literal, critical, inferential, and creative comprehension outcomes, 1.7 Recognizing and using the forms, linguistic structures, and
features of written texts, and
1.8 The use of metacognitive and self-management strategies.
2. What were the challenges of the JHS English teachers at MIINHS in the facilitation of reading literacy teaching strategies in their subjects?
3. What were the gaps in the facilitation of reading literacy teaching strategies in their subject?
4. Based on the findings, what training matrix can be developed for JHS English teachers in MIINHS for English engagement within the curriculum?
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- Christianne Roie Alonzo Carabeo (Author), Marites Aguilar (Author), 2024, Reading Litera-See (Reading Literacy Strategies for English Engagements) of Junior High School Teachers within the Curriculum, Munich, GRIN Verlag, https://www.grin.com/document/1599284
