Teachers’ Challenges and Strategies in Teaching Reading: Its Influence to Learners’ Reading Performance

In the purview of reading development, it is essential that the potential of every learner must be developed. Thus, the main thrust of this study was to determine whether the challenges of teachers’ strategies in teaching reading during Covid-19 pandemic and the learners’ level of reading performance are significant. The select teachers and their Grade 4 pupils in Dansolihon Elementary School, Division of Cagayan de Oro were the respondents. The mixed method of quantitative and qualitative was used to gather information on the challenges of teachers’ strategies and learners’ reading performance. A guided response and rating scale type of questionnaire was floated. Mean distribution measures the challenges, while the frequency percentage on the level of reading performance. Spearmen rho and Pearson were used to get a significant relationship between the teachers’ strategies, learning reading and the extent of reading performance. There were gaps in the implementation of such strategies considering that most of the pupils were not ready for the sudden change of their learning modality. Hence, this study established that the teacher respondents were effective in strategizing teaching reading but same it is not significant to the level of reading performance. Therefore, recommendations were raised such as developing a reading hub in every school, modifying reading materials that aligned to the learners’ interest, innovate learning materials, parents should fully support reading development programs, and the future researchers to study the various online platforms that would help the learners improve their reading ability.