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?
Abstract
Purpose
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 (2007).
Methodology
This qualitative study took into consideration purposively chosen junior high school English teachers. Data were gathered from the analysis of lesson exemplars and interview.
Findings
The results of this study showed that the common strategies used by teachers are questioning, read aloud, interactive activities, writing tasks, using graphic organizers, peer and collaborative activities. The variety and integration of strategies presented by the teacher participants are supported by how they discussed and on how the strategies were observed in the classrooms is also reflected on their observation and lesson exemplars.
Conclusions and Recommendations
Challenges faced by the teachers highlighted a need for targeted professional development to enhance teachers' ability to employ comprehensive and consistent reading literacy strategies. Training in advanced techniques for vocabulary development, metacognitive strategies, and genre-specific linguistic instruction would better equip teachers to support students in achieving literacy outcomes across the curriculum. Anchored to Munro’s theory in reading, this study endeavors the achievement of the Department of Education’s goal of promoting reading skills among its learners and be at par in with the international standards.
Keywords
Reading Strategy, Literacy strategy, Literacy Teaching Strategy
Acknowledgement
This basic research would not have been possible without the help of the following people whose support and guidance have helped the researchers in their venture to finish this paper. The researchers would like to express their deepest gratitude to the following:
To the school’s Research Coordinator, Christianne Roie A. Carabeo for his support and technical assistance to the researchers in conducting the research.
To the school principal of Munting Ilog Integrated National High School, Cristina M. Austria, for allowing and supporting the researchers to conduct the research.
To the junior high school English teachers of Munting Ilog Integrated National High School, for extending their support to allow the researchers to let them be the participants of the study.
To their co-faculty and friends, who pushed their determination up and giving words of encouragement to successfully finish this basic research.
Glory and thanks to God in the highest!
Context and Rationale
Filipino learners face challenges in reading proficiency, with factors such as a lack of reading elements, teacher incompetence, and socioeconomic constraints contributing to low literacy skills (Calingasan et al., 2022; Callao & Uy, 2020; Bernardo et al, 2021). Studies show that only 19% of Filipino students meet the minimum reading proficiency standard, ranking last globally in reading proficiency (Bernardo et al., 2021). Efforts to improve reading abilities include promoting early literacy programs, investing in teacher training, and developing culturally relevant reading materials (Calingasan et al., 2022). Additionally, praising struggling readers for their effort can significantly enhance their reading performance, especially when coupled with a growth mindset approach (Idulog et al., 2023). To address these challenges effectively, a comprehensive approach involving interventions beyond classroom reading is crucial, emphasizing the importance of interconnected strategies to enhance Filipino learners' reading abilities (Bernardo et al., 2021). Reading literacy in high school plays a crucial role in enhancing students' language abilities, cultural awareness, and critical thinking skills (Wang, 2024; Wang, 2024). Various programs and interventions, such as PROJECT B.E.A.R and ARANGKADA PAGBASA, have been implemented to improve reading skills among high school students, showing significant enhancements in reading abilities (Salibay, 2024). Additionally, the development of reading literacy tests, like the one focusing on Problem-Based biology learning, has been proven to be valid and effective in measuring students' literacy abilities (Hidaya, 2023). High school English reading teaching, under the new curriculum standards, aims to shift students from mere test-takers to genuine readers, emphasizing core literacy and interdisciplinary skills to cultivate students with profound thinking and innovative capabilities (Li, 2024). Overall, these initiatives and strategies highlight the importance of reading literacy in high school education for comprehensive student development. English teachers in junior high schools employ various strategies to enhance students' reading skills. Strategies include utilizing E-learning platforms like WhatsApp for delivering reading materials, incorporating visual aids such as PPT presentations and YouTube videos to illustrate texts, marking challenging vocabulary in PDF texts, translating sentences using online tools like Google Translate, facilitating oral reading through voice-notes on WhatsApp, assigning reading tasks on specific websites or PDFs, engaging in Q&A discussions, and conducting project discussions via virtual platforms like WhatsApp and Google Meet (Khanafiyah & Sofi, 2024). Teachers also focus on deep learning frameworks to foster comprehensive reading abilities, core literacy, and emotional engagement among students (Ying & Su, 2024). Additionally, strategies like brainstorming, reading aloud, encouraging dictionary use, rereading for comprehension, and asking specific questions are utilized in teaching reading comprehension, divided into pre-reading, while reading, and post-reading stages (Saori et al., 2024). Furthermore, integrating reading strategy training into teaching is crucial for improving students' reading efficiency and ability, promoting English core competence and language application competence in high school students (“Application of Reading Strategy Training,” 2024). Overall, a combination of innovative digital tools, deep learning approaches, and effective teaching strategies contributes to enhancing students' reading skills in junior high school settings (Sutiadika, 2023).
In the Philippines, junior high school English teachers employ various strategies to teach reading effectively. Studies have shown that teachers utilize pre-, during, and post-reading methods extensively, including activities like generating questions, identifying main concepts, and evaluating understanding (Ligudon & Ildefonso, 2022; Saori et al., 2024). Additionally, research indicates that the extent of teachers' use of strategies in teaching reading skills, such as vocabulary, comprehension, and study skills, is to a slight extent, with significant differences noted based on the length of service (Gambi, 2022). Furthermore, it is crucial to focus on cultivating students' reading habits and strategies to enhance their English reading ability, as this has significant practical implications for English teaching in junior high schools (Gambi, 2022) Implementing innovative strategies like activity-based approaches has also been found to enhance students' academic performance and motivation in learning science, suggesting the effectiveness of such methods in improving student outcomes (Lu, 2022).
With this, this study tries to focus on Munro's eight areas of literacy development in teaching reading which encompass a comprehensive approach to fostering reading skills. These areas include content area literacy, vocabulary development, comprehension processes and strategies, writing to learn, teaching diverse learners, integrating content across subjects, utilizing technology for learning, and assessing progress in content literacy programs (Gunning, 2002; Cooter, & Flynt, 1996; Brozo & Simpson,1998) Additionally, professional development plays a crucial role in enhancing teachers' implementation of literacy strategies across various subjects, leading to improved student reading skills and literacy instruction throughout the curriculum (Reed, 2009). By focusing on these key areas and providing ongoing support for teachers, schools can effectively promote literacy development and academic success across content areas.
Anchored to this theory in reading, this study will endeavor to identify and evaluate the reading literacy strategies used by JHS English teachers in the classroom toward the achievement of the Department of Education’s goal of promoting reading skills among its learners.
Action Research Questions
This study aims to identify the reading literacy strategies used by Junior High School English teachers in guiding students to develop their reading literacy skills.
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?
Innovation, Intervention and Strategy
By using Munro’s Eight Areas of Literacy Knowledge, reading literacy strategies used by JHS English teachers may be evaluated based on its suitability, appropriacy, and alignment in the understanding of texts.
Through this research, it is hoped that a viable training matrix and inservice training for teachers will be shaped in order to answer the pressing needs of the faculty in terms of their reading literacy strategies employed in teaching.
This framework will serve as the starting point in analyzing the relevance of Munro’s theory in order to develop the proposed training matrix for JHS English teachers of MIINHS.
Illustrations are not included in the reading sample
Figure 1: Conceptual Framework Illustrating the Munro’s Theory as Basis for Teachers’ Training Matrix
Based on the framework, the sample proposed training matrix below outlines a structured plan for teachers focused on reading literacy teaching strategies. This matrix includes key areas of focus, training activities, target audience, and assessment methods.
Table 1: Sample Training Matrix
Illustrations are not included in the reading sample
This matrix provides a comprehensive overview of the different training topics, the specific activities planned for each topic, the target audience, and the assessment method used to evaluate the effectiveness of the training. It ensures that all teachers receive appropriate training on reading literacy teaching strategies while allowing for targeted training based on individual needs and subject expertise.
Action Research Methods
A. Research Design
This study is primarily a qualitative research that endeavors to utilize the Eight Areas of Literacy Knowledge of Munro (2007) to identify and evaluate the reading literacy teaching strategies employed by senior high school teachers at Munting Ilog Integrated National High School in delivering reading activities across curriculum. Specifically, a case study research design will be used to further analyze the reading pedagogies employed by SHS teachers in the classroom over a period of time. It will attempt to identify the various reading strategies used by the teachers to enhance the literacy skills of students while achieving understanding of their content.
B. Participants and/or other Sources of Data and Information
The participants of this study were selected junior high school English teachers at Munting Ilog Integrated National High School. The teacher participants were consisting of eight (8) English teachers, two for every grade level. The subject teachers were chosen regardless of their gender and age.
Purposive sampling was used to determine these participants. As Reyes and Saren (2011) explained, purposive sampling is used with a more specific pre-determined groups having a particular purpose in mind (31). A sampling frame was utilized to outline the specific criteria or characteristics that potential participants must meet to be included in this study. This helped ensure that the sample technique aligned with the research objectives.
The teacher participants were purposively chosen based on the following criteria:
1. Subject Area Junior high school teachers handling English subject for the first quarter.
2. Teaching Experience Teachers having permanent position with at least one (1) year of teaching experience in the school
3. School Setting Teachers who are only working in Munting Ilog Integrated National High School junior high school department.
C. Data Gathering Methods
This study used a semi-structured interview, and teacher’s lesson exemplars in order to identify the necessary data needed for this study. Both the interview and lesson exemplars were used to answer all the four (4) research questions presented.
Semi-structured interview as a research instrument allowed the gathering of in-depth information from the teacher participants in a flexible and conversational manner. This kind of interview typically consisted of a set of open-ended questions that guided the conversation, and also allowed follow-up questions and spontaneous discussion. To conduct this semi- structured interview, the researchers first developed a list of questions based on the research objectives and literature review. These questions were designed to elicit detailed responses and insights from the teacher participants about reading literacy strategies they employed in their classroom. However, unlike structured interviews where the questions were predetermined and asked in a specific order, in this type of interview, the researchers had the flexibility to probe for more information or clarify any ambiguities that arose during the course of the interview.
Another research instrument used in this study was the lesson exemplars of teacher participants. In this research, the teacher's lesson exemplar served as a crucial research instrument that aided in the collection and analysis of data. The researchers relied on the lesson exemplars to provide a structured framework for documenting pedagogical implementation of reading literacy strategies. By examining the objectives, activities, and assessments outlined in a teacher's lesson exemplar, the researchers gained valuable insights into the effectiveness of the instructional strategies for reading literacy. Furthermore, the teachers' lesson exemplars were also used to evaluate the implementation fidelity of reading literacy strategies in the classroom. The researchers used the lesson exemplars to assess whether the teacher participants were integrating reading literacy instructional strategies and delivering curriculum content as intended.
Validating qualitative research instruments involved ensuring that the tool accurately measured what it intended to measure. Interview and document like lesson exemplars were validated differently from one another.
To ensure that the lesson plan was thoroughly validated before proceeding, the researchers, with the help of master teachers, ensured that the content and activities were aligned with both educational standards and research-based best practices. First, the objectives of the lesson exemplar were thoroughly reviewed to determine if they were clear, measurable, and relevant to the target learning competency. By carefully examining the objectives, researchers determined whether the lesson plan effectively guided the research process and enable the achievement of the desired outcomes. In addition to reviewing the objectives, the content and materials included in the lesson plan were also assessed to ensure that they were accurate, relevant, and up-to-date. The researchers also carefully evaluated each component of the lesson exemplar, including the readings, assignments, and activities, to determine whether they support the research objectives to complete the study successfully. Any outdated or irrelevant materials were replaced with more current and pertinent resources to ensure that the research project remained current and aligned with the latest developments in the field.
Furthermore, seeking feedback and input from colleagues, mentors, or advisors (master teachers, head teachers) was another way to validate the lesson exemplar and ensure that it was comprehensive, well-structured, and effectively addresses the research objectives. By seeking the input of others, the researchers gained valuable insights and perspectives that helped strengthen the lesson exemplar and improve its effectiveness. Additionally, receiving feedback from colleagues helped identify any potential weaknesses or areas for improvement in the lesson exemplar that may have been overlooked during the initial validation process.
On the other hand, validation of semi-structured interviews for research was also undertaken as it was a crucial step in maintaining the credibility and reliability of data gathered. First, the researchers established clear research objectives and questions before conducting the interviews. This helped ensure that the questions asked during the interviews were relevant to the research goals and will help guide the data analysis process. By clearly defining the research objectives, the researchers also ensured that the data collected during the interviews were useful for answering their research questions. Further, the researchers also carefully designed the interview guide to ensure that it covered all relevant topics and provided a consistent structure for all teacher participants. The interview guide included a mix of open-ended and closed-ended questions to allow teacher participants to express their thoughts and experiences while still providing some structure to the conversation.
It was important to verify that the research instruments used were aligned with the research objectives and provided meaningful information needed for the study. By critically evaluating and validating these research instruments through a research-based lens, the researchers effectively validated the plans to optimize intended research outcomes.
Moreover, in order to gather the necessary data needed, the following were the steps employed by the researchers in gathering data:
1. The researchers will identify the target population and choose the participants using purposive sampling technique.
2. Once the participants are identified and selected, securing of permit to conduct the study from the school head will follow.
3. When the permit to conduct the study is secured, the preparation for the semi- structured interview materials and development of teachers’ lesson exemplars will simultaneously be done.
4. After the crafting of the interview materials and lesson exemplars, these research instruments will be validated.
5. Once validated, the interview process will be conducted among teacher participants. Also, the teacher participants will submit their validated lesson exemplars.
6. The gathered data from the interview and lesson exemplars will be analyzed qualitatively based on Munro’s.
7. Finally, based on the analyzed data, a training matrix focusing on the teachers’ reading literacy strategies will be drafted.
D. Data Analysis Plan
The researchers employed constant comparative method in analyzing the information gathered from the data obtained from the lesson exemplars, and interviews. The purpose of using both for all the four (4) research questions was to obtain different but complementary data on the same topic in this research to understand the problem. Thus, the results obtained from the separate sources (lesson plan, interview) were analyzed separately and then compared to each other to determine any points of convergence, complementarity, or divergence (Heath, 2015). On the other hand, the constant comparative method employed by the researchers in data analysis endeavored to find the patterns that were recurring in the sources. This will help identify the themes or constructs into which the literacy strategies employed by the teacherparticipants will fall.
To effectively analyze data from the conducted semi-structured interviews, it was essential to begin by transcribing the interviews accurately and thoroughly. This transcription process allowed the researchers to closely examine the dialogue, identify key themes, and understand the nuances of each participant's responses. Once the transcriptions were complete, the coding of the data was done by assigning labels or categories to specific segments of text that represented common patterns or concepts gathered from the interview notes. Through the process of thematic analysis, the researchers then identified overarching themes that emerged across multiple interviews, providing insight into the teacher participants' perspectives and experiences about reading literacy strategies. Responses across interviews were compared to spot similarities and differences. After that, findings were synthesized by organizing them into a coherent narrative. It was needed to identify key themes, draw connections between different responses, and highlight the most compelling insights. The coding and categorization of the data were double-checked to ensure accuracy by verifying the interpretations against the raw data to avoid any missteps. This analysis process allowed the researchers to draw conclusions and make recommendations based on the rich qualitative data collected through the semi-structured interviews.
For the lesson exemplars, it must first need to ensure that the lesson exemplars were aligned with the learning objectives and standards set for the particular subject area. In analyzing data from lesson exemplars, relevant information was collected including documenting the learning objectives, instructional activities, and assessments. By collecting these pieces of information, the researchers gained a comprehensive overview of the lesson and the extent to which the learning goals were achieved. It was essential to ensure that the data collected is accurate and comprehensive to provide a clear picture of the lesson. Once the data had been collected, the next step was to organize and categorize the information. This was done by creating charts, graphs, or tables to visually represent the different components of the lesson plan. By organizing the data in a systematic manner, the researchers better identified patterns and trends recurring across the lesson exemplars among the teacher participants. After organizing the data, the next step was to analyze the information to identify key insights and implications for teaching practice. This indicated areas of strength or weakness in terms of the use of reading literacy strategies in the classroom. This step was essential for highlighting the reading literacy instructional strategies used and modifications needed to improve the teaching implementation. In addition to analyzing the data, it was also important to reflect on the findings and consider the implications for future teaching practices. This involved reflecting on what worked well in the lesson and areas that may need improvement.
Discussion of Results and Reflection
This section presents the findings of the study, highlighting the reading literacy strategies used by Junior High School (JHS) English teachers in Munting Ilog Integrated National High School to help learners develop their reading literacy skills. The results were analyzed through the lens of Munro’s Eight Areas of Literacy Knowledge, focusing on how these eight areas support literacy. Insights from semi-structured interviews and lesson exemplars were synthesized to provide a comprehensive understanding of the strategies utilized and their implications for reading literacy development.
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
Junior High School (JHS) English teachers employed various strategies to build relevant oral language skills that support literacy development. One notable approach was the use of guided discussions, where teachers initiated conversations about the topic or themes of the text to activate students’ prior knowledge and introduce key vocabulary in context. They also encouraged predictive questioning, prompting students to share their thoughts and anticipate content based on titles, images, or introductory information, fostering both critical thinking and oral expression. To further expand vocabulary and comprehension, teachers utilized interactive read-alouds, modeling fluent reading while pausing for reflective discussions or inferential questions.
Another strategy involved oral summarization activities, such as retelling stories or summarizing key points, which helped students internalize language structures and enhance comprehension skills. Collaborative speaking activities like think-pair-share and peer dialogues (through group activities) allowed students to practice articulating ideas in a supportive environment, thereby reinforcing their oral and written language connections. Additionally, role-playing provided opportunities for students to engage with text content actively, helping them build confidence in using language meaningfully. These strategies demonstrate a deliberate integration of oral language development into literacy instruction, aligning with Munro's emphasis on using spoken language as a foundation for reading fluency and comprehension.
However, it was noted that most learners when engaged in oral activities use their first language. This was especially true during group works / group activities. Their ideas, thoughts, opinions, and insights were mostly expressed in their native tongue, Filipino.
1.2 Awareness that texts are written for a range of purposes
The findings revealed that English teachers faced challenges in effectively fostering students' awareness that texts are written for a range of purposes. While some teachers introduced basic discussions about text types, strategies such as purpose-driven reading activities and explicit teaching of text structures were not consistently employed. Moreover, comparative text analysis, which helps students understand how texts with similar themes may serve different purposes, was notably absent. Interactive activities like text-based debates and authentic writing tasks —opportunities for students to create texts for specific purposes—were also underutilized. This highlights a gap in instructional practices, suggesting a need for enhanced professional development to equip teachers with diverse strategies for addressing this critical aspect of literacy.
1.3 Word meaning and vocabulary knowledge
The findings revealed that Junior High School (JHS) English teachers at MIINHS employed various strategies to enhance students’ word meaning and vocabulary knowledge. While some teachers incorporated basic vocabulary-building activities, such as introducing new words before reading texts, more effective strategies were also consistently applied. For instance, contextual vocabulary teaching, where students deduce word meanings from surrounding text, was emphasized in various classes. Similarly, semantic mapping and other visual aids, which can help students understand relationships between words, were utilized.
Interactive strategies, such as word association games and collaborative activities like group discussions focused on exploring synonyms, antonyms, and word usage in various contexts, were also commonly observed. Additionally, techniques to encourage active vocabulary application, such as having students create sentences or short paragraphs using new words, were also regularly done. There was adequate implementation of diverse vocabulary-building strategies.
1.4 Orthographic and morphemic language
The findings indicated that Junior High School (JHS) English teachers struggled to effectively address orthographic and morphemic language development across grade levels, particularly in guiding students from foundational skills in Grade 7 to more advanced linguistic understanding in Grade 10. In Grade 7, where students often require reinforcement of spelling conventions and basic word structure, there was minimal focus on explicit instruction of orthographic rules, such as common patterns and irregularities in English spelling. Similarly, morphemic instruction, such as teaching the meaning and function of prefixes, suffixes, and root words, was insufficiently emphasized, leaving students with limited strategies to decode and comprehend unfamiliar words.
In the upper grades, where the focus should shift to more complex morphemic structures, including etymology and word formation, the lack of systematic teaching became more apparent. For example, teachers rarely engaged students in analyzing how morphemes influence word meaning and grammatical function, a skill crucial for reading academic texts and building higher-order vocabulary.
This gap highlights the need for professional development to enhance teachers' instructional skills in orthographic and morphemic language. By equipping teachers with strategies such as explicit spelling instruction, morphemic analysis exercises, and the integration of etymology into vocabulary lessons, they can better scaffold learning across grade levels. A structured approach tailored to the developmental needs of students in Grades 7 through 10 can ensure a progressive and effective literacy curriculum.
1.5 Reading aloud to achieve fluency and phrasing
The findings revealed that Junior High School (JHS) English teachers performed well in promoting reading fluency and phrasing through reading aloud activities. Teachers frequently employed this strategy across grade levels, providing students with ample opportunities to practice fluent reading. By modeling expressive and accurate reading, teachers helped students develop an understanding of proper phrasing, intonation, and pacing, all of which contribute to reading fluency.
In classrooms, students were regularly encouraged to read aloud, both individually and in groups, which facilitated the practice of correct pronunciation, stress, and rhythm in their reading. Teachers also incorporated guided read-alouds, pausing at key points to discuss phrasing and meaning, which allowed students to connect oral reading skills with comprehension. This practice was particularly effective in reinforcing students’ confidence and comfort with reading complex texts.
Overall, the consistent use of reading aloud as a strategy demonstrated the teachers' commitment to enhancing reading fluency and phrasing, aligning well with best practices for developing students' literacy skills.
1.6 Literal, critical, inferential, and creative comprehension outcomes
The findings revealed thaere nott the teachers faced challenges in effectively developing literal, critical, inferential, and creative comprehension outcomes in their students. While some teachers employed basic comprehension checks, more advanced strategies targeting these higher-order thinking skills were not consistently implemented across grade levels.
For literal comprehension, teachers few teachers enhanced their approach by incorporating focused reading activities such as comprehension questions that require students to identify specific details and facts from the text. Activities like summarization exercises and structured note-taking were not employed so students could retain and process the basic information presented in the text.
To promote critical comprehension, many teachers did not encourage students to engage with texts by asking questions that prompt evaluation, comparison, and analysis. Mostly, the strategies they utilized were finding context clues provided in the text and looking for direct lines that would support their claims. For example, some used strategies like Socratic questioning for comprehensionbased questions; but for in-depth textual analysis like debate-based activities that helped students critically assess the author's purpose, bias, and argument, these were missing in their activities. Interviews revealed that often times, they were more concerned with finishing the syllabus rather than extending discussions to ensure depth of understanding. Incorporating analytical writing tasks, where students were asked to justify their opinions based on textual evidence, were also missing that would have further developed critical thinking skills.
For inferential comprehension, teachers focused on activities that encourage students to make inferences and predictions. Techniques such as think- alouds, where teachers model the process of drawing inferences, and contextual word study, where students were guided to infer meaning based on word choice and context, were applied to foster deeper understanding. Additionally, using predictive reading exercises, where students anticipate events or outcomes in a text, also helped build inferential thinking.
Finally, to nurture creative comprehension, teachers missed to create opportunities for students to explore alternative interpretations of texts. Creative writing tasks, such as writing an alternative ending were employed but imagining the perspective of a minor character which can stimulate students' imaginations and encourage them to engage with texts in more personal, innovative ways was not. Some teachers used drama-based activities like role-playing to allow students to act out and reinterpret scenes, fostering creative engagement with the text.
Overall, these were the strategies that helped bridge the gap in developing students' literal, critical, inferential, and creative comprehension skills, fostering a more comprehensive approach to literacy development which may still be deepened or reinforced among teachers.
1.7 Recognizing and using the forms, linguistic structures, and features of written texts, and
The findings indicated that while Junior High School (JHS) English teachers employed some strategies to help students recognize and use the forms, linguistic structures, and features of written texts, there remains a need for further enhancement of these practices through targeted training. Teachers often introduced explicit teaching of text structures (e.g., narrative, expository, persuasive), which helped students understand the organizational patterns commonly used in different types of writing. This includes guiding students in identifying features such as introductions, conclusions, topic sentences, and supporting details. However, this practice was often limited to basic recognition, and there was a lack of deeper exploration into how these structures served the text’s purpose or influence meaning.
To further improve students’ understanding of linguistic structures, teachers generally incorporated some focus on grammar and sentence construction through exercises such as sentence diagramming or error correction activities. While these methods helped reinforce language conventions, the integration of these structures into real-world writing contexts and more complex text analysis remained an area for development. Teachers should focus on how syntax (word order) and morphology (word forms) contributed to clarity and cohesion in writing. Activities like peer editing or collaborative writing projects would allow students to actively engage with linguistic structures in authentic contexts.
To enhance this aspect of literacy, teachers need to incorporate more genrespecific instruction, which involves exploring the unique linguistic features of various genres—such as the formal tone of academic writing, the use of persuasive techniques in argumentative texts, or the storytelling elements in narratives. Training in discourse analysis and stylistic features, such as the use of rhetorical devices (e.g., metaphors, parallelism, and imagery), could further empower teachers to guide students in recognizing how these elements shape meaning and engagement in different texts.
Additionally, integrating writing and reading activities in a way that explicitly connects linguistic features with the students’ own writing would allow them to see how linguistic structures influence both comprehension and production. Teachers could engage students in activities like text transformation exercises, where students rewrite a passage in a different genre or style, to help them understand how the use of specific linguistic features can affect a text’s impact and meaning.
Overall, while some basic strategies were being implemented, further professional development in advanced linguistic structures, genre-specific features, and effective integration of these elements into both reading and writing tasks would significantly enhance the teaching and learning of these critical skills.
1.8 The use of metacognitive and self-management strategies.
The findings revealed that Junior High School (JHS) English teachers employed some metacognitive and self-management strategies in their classrooms; however, there is room for improvement and further training to better equip teachers with a broader set of tools. Some strategies that teachers commonly use include think-alouds, where teachers model their thought process during reading or problem-solving, helping students understand how to monitor and adjust their comprehension. Additionally, teachers often encourage students to engage in goalsetting for reading and writing tasks, allowing them to set personal objectives for improvement and monitor their own progress. Self-assessment rubrics are sometimes used, where students reflect on their work and compare it against criteria, fostering self-awareness of their strengths and areas for improvement.
However, some more advanced metacognitive and self-management strategies are not consistently employed in classrooms. For instance, explicit instruction on metacognitive strategies, such as predicting, questioning, and summarizing, is underutilized. Teachers could provide more guidance on how to plan, monitor, and evaluate reading comprehension through structured activities. Reading journals or learning logs, where students record and reflect on their reading process, could help them track their own understanding and strategies for overcoming difficulties, but this practice is often not systematically implemented.
In terms of self-management, while some teachers encourage time management by setting clear deadlines, strategies such as creating personalized study plans or breaking tasks into manageable parts are not often emphasized. Mind-mapping or concept mapping could help students organize their thoughts and improve their ability to structure and manage complex tasks, but these techniques are seldom used in the classroom. Additionally, strategic note-taking and highlighting are important skills for active reading and writing but are not consistently taught as self-regulated strategies for managing learning.
To enhance the use of metacognitive and self-management strategies, teachers could benefit from professional development focused on fostering a deeper understanding of how to teach students to actively monitor their own learning processes. This could include training on how to model and scaffold reflective thinking, teach effective study and organizational skills, and incorporate techniques for self-regulation into everyday classroom activities. By incorporating these strategies more consistently, teachers can better support students in becoming independent and reflective learners.
2. What were the challenges of the JHS English teachers at MIINHS in the facilitation of reading literacy teaching strategies in their subjects?
The challenges faced by Junior High School (JHS) English teachers at MIINHS in the facilitation of reading literacy teaching strategies can be summarized as follows:
A. Inconsistent Implementation of Purpose-Driven Reading Strategies: While there were some efforts to introduce text types and purposes, teachers struggled to consistently integrate strategies such as comparative text analysis, explicit teaching of text structures, and activities that help students recognize the author’s intent and audience.
B. Limited Focus on Vocabulary and Word Meaning: Although some vocabulary-building activities were introduced, teachers were not consistently using strategies that deepen students' understanding of word meaning. Techniques like contextual vocabulary teaching, semantic mapping, and active application of new vocabulary were underutilized, limiting the development of students' vocabulary knowledge.
C. Inadequate Focus on Orthographic and Morphemic Language: Teachers were not consistently providing instruction on orthographic rules, morphemic analysis, and word structures. There was a lack of systematic instruction in how morphemes (prefixes, suffixes, and root words) influence word meaning, which hindered students’ ability to decode and understand unfamiliar words.
D. Limited Advanced Comprehension Strategies: Teachers faced challenges in developing students’ literal, critical, inferential, and creative comprehension skills. While basic comprehension checks were in place, there was a lack of strategies to foster critical thinking (e.g., debate-based activities, Socratic questioning), inferential skills (e.g., think-alouds, predictive reading), and creative comprehension (e.g., role-playing, alternative endings).
E. Underutilization of Genre-Specific Instruction and Linguistic Features: While teachers introduced basic text structures, they did not consistently engage students in deeper analyses of linguistic features of various genres. There was a lack of instruction on how to recognize and use genre-specific linguistic structures, such as rhetorical devices, syntax, and morphology, which are key for students' understanding and production of complex texts.
F. Inconsistent Use of Metacognitive and Self-Management Strategies: Although some teachers implemented basic goal-setting and selfassessment rubrics, there was a gap in teaching metacognitive strategies such as self-reflection, predicting, and summarizing. Furthermore, self-management skills like study planning, time management, and strategic note-taking were not consistently taught, limiting students' ability to manage their learning independently.
Overall, these challenges highlight a need for targeted professional development to enhance teachers' ability to employ comprehensive and consistent reading literacy strategies. Training in advanced techniques for vocabulary development, metacognitive strategies, and genre-specific linguistic instruction would better equip teachers to support students in achieving literacy outcomes across the curriculum.
3. What were the gaps in the facilitation of reading literacy teaching strategies in their subject?
The gaps in the facilitation of reading literacy teaching strategies in the Junior High School (JHS) English classrooms at MIINHS can be summarized as follows:
A. Lack of Comprehensive Vocabulary Development: While basic vocabulary-building activities were employed, there was a significant gap in the use of advanced strategies to enhance word meaning and vocabulary knowledge. Teachers did not consistently utilize techniques such as semantic mapping, contextual vocabulary instruction, or activities that encourage students to apply new vocabulary in various contexts. This limited students' ability to expand their vocabulary and understand words at a deeper level.
B. Inadequate Focus on Orthographic and Morphemic Awareness: Teachers were not consistently addressing orthographic rules (spelling conventions) or providing instruction on morphemic analysis (prefixes, suffixes, root words). These fundamental skills are crucial for helping students decode and understand new words, especially for upper-grade students (Grade 9-10), where more complex word structures should be explored. There was a noticeable gap in helping students understand how morphemes influence word meaning and grammatical function.
C. Limited Instruction in Advanced Comprehension Strategies: While there were some efforts to promote literal comprehension, there was a gap in strategies that fostered critical, inferential, and creative comprehension. Teachers did not regularly employ strategies such as Socratic questioning, debate-based activities, or think-alouds, which are essential for developing critical and inferential thinking. There was also limited engagement in creative comprehension strategies, such as role-playing or encouraging students to explore alternative interpretations of texts.
D. Insufficient Use of Genre-Specific Instruction: Teachers did not consistently focus on teaching the linguistic structures and features of different genres. There was a gap in guiding students to understand the unique characteristics of various text types (e.g., narrative, expository, persuasive), as well as the specific rhetorical devices, syntax, and stylistic elements that define them. This limited students' ability to recognize and apply these features in their reading and writing.
E. Underdeveloped Metacognitive and Self-Management Skills: Teachers did not systematically integrate metacognitive strategies such as selfreflection, predicting, and summarizing, which are essential for developing independent learners. While some teachers encouraged basic goal-setting and selfassessment, there was a noticeable gap in teaching students how to manage their own learning processes through strategies like study planning, time management, and strategic note-taking.
F. Inconsistent Application of Reading Aloud for Fluency: While reading aloud was practiced, the approach was not consistently integrated into every lesson, especially when it came to advancing fluency and phrasing in more complex texts. There was a need for teachers to provide more structured opportunities for students to practice reading aloud with varied texts, emphasizing intonation, pacing, and expression, particularly in upper-grade levels where texts become more challenging.
These gaps highlight the need for professional development in several key areas, such as advanced comprehension strategies, vocabulary development, metacognitive skills, and genre-specific instruction. Equipping teachers with these strategies would allow them to better support students in developing comprehensive reading literacy skills, preparing them for both academic and real-world texts.
4. Based on the findings, what training matrix can be developed for JHS English teachers in MIINHS for English engagement within the curriculum?
Proposed Training Matrix
Illustrations are not included in the reading sample
Action Plan
Illustrations are not included in the reading sample
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ANNEXES
ANNEX A
Research Instrument
Observation Guide: Reading Literacy Strategies
Teacher Information
- Teacher’s Name:
- Gracie Level:
- Subject/Class:
Observation Focus
- Reading literacy strategies used during instruction
- Teacher’s facilitation of reading comprehension and critical thinking
- Alignment of the reading literacy strategies with. Munro’s theory
Observation Categories
1. Pre-Reading Strategies
- Does the teacher:
- Preview the text with students?
- Activate prior knowledge or make connections to students’ experiences?
- Set clear reading goals or objectives?
- Provide background information or context?
2. During Reading Strategies
- Does the teacher:
Model fluent reading or provide opportunities for students to read aloud?
- Stop periodically to ask open-ended questions or facilitate discussion?
- Encourage students to identify main ideas, make inferences, or visualize?
- Provide scaffolding or support for struggling readers?
3. Post-Reading Strategies
- Does the teacher:
- Facilitate a class discussion or debriefing session?
- Ask questions that promote critical thinking or analysis?
- Have students complete a reading response or writing activity?
- Provide feedback or assessment on students' reading comprehension?
4. Assessment and Feedback
- Docs the teacher:
- Use formative assessments to monitor students' reading progress?
- Provide constructive feedback that guides students reading improvement?
- Use summative assessments to evaluate students' reading comprehension?
5. Technology Integration
- Does the teacher:
- Incorporate digital texts or multimedia resources?
- Use technology to facilitate reading comprehension or analysis?
- Provide opportunities for students to create digital reading responses?
Additional Notes and Observations
- What strategies or techniques did the teacher use effectively?
- What areas could the teacher improve upon or provide more support?
- Were there any notable student responses or insights during the lesson?
Reflection and Recommendations
- What implications do these observations have for future instruction or professional development?
- What recommendations would you make to the teacher to enhance reading literacy instruction?
Focus Group Discussion
1. What are the common activities do you employ in the classroom that promote students’ literacy skills?
2. What are the common literacy teaching strategies do you use in the classroom?
3. Which among those literacy teaching strategies you use do you think is the most effective?
4. What literacy skills of students do these strategies and activities target?
5. What are the other literacy teaching strategies do you think can still be employed in your classroom?
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- Christianne Roie Alonzo Carabeo (Autor:in), Marites Aguilar (Autor:in), 2024, Reading Litera-See (Reading Literacy Strategies for English Engagements) of Junior High School Teachers within the Curriculum, München, GRIN Verlag, https://www.grin.com/document/1599284
