Teachers’ Reading Strategies and the Reading Abilities of Key Stage 1 Learners With Learning Challenges  

Reading proficiency in the early grades is foundational to a child’s academic success and long-term educational outcomes. It serves as the doorway to learning across all subject areas, enabling learners to engage meaningfully with school content and build confidence in their abilities. However, in many disadvantaged and underserved communities, young learners continue to struggle with reading despite the implementation of various instructional strategies designed to support literacy development. Rural areas like the Second District of Eastern Samar face challenges that contribute to ongoing literacy gaps. As a result, Key Stage 1 learners are at increased risk of falling behind, making it difficult to meet grade-level reading expectations essential for future academic success. Thus, this study aimed to examine the extent of implementation of evidence-based reading strategies among Grade 2 teachers and their relationship to the reading performance of learners with identified learning challenges. Employing a quantitative descriptive-correlational research design, the study focused on six instructional approaches: phonics-based instruction, sight word reading strategies, multisensory approaches, guided and shared reading, scaffolding strategies, and the use of assistive technology and digital resources. Data were collected through validated teacher surveys and reading assessments using the Comprehensive Rapid Literacy Assessment (CRLA).Findings revealed that all six strategies were consistently applied in classrooms, with phonics-based instruction and scaffolding strategies receiving the highest mean implementation mean scores of  3.78. The CRLA results showed that 97% of Grade 2 classes were classified as “Grade Ready,” indicating strong reading proficiency levels. However, correlational analysis revealed that only sight word reading strategies demonstrated a statistically significant but weak positive relationship with learners reading performance with r value of 0.369 and p value of 0.035. The overall correlation between the combined use of all strategies and reading performance was negligible. These results suggest that while the consistent use of reading strategies exists, their direct influence on learner reading performance may be shaped by broader contextual and instructional factors. The study recommends strengthened professional development programs, focused integration of sight word instruction, tiered intervention systems, and reflective teaching practices to enhance literacy instruction and learner outcomes. This research contributes to the growing body of literature on effective early literacy practices in resource-constrained educational settings.