Abstract
This study examined the reading comprehension strategies used in teaching and their relationship to the academic performance of Grade VI learners at Japitan Elementary School during School Year 2022–2023, to enhance reading comprehension activities. A descriptive-correlational research design was employed. Participants included 5 Grade VI teachers and 50 learners selected through universal sampling. Data were gathered using the Philippine Informal Reading Inventory (Phil-IRI) and a structured questionnaire on reading comprehension strategies. Results revealed that teachers consistently employed reading aloud, reciprocal teaching, and graphic and semantic organizers, while vocabulary instruction was utilized very often. Learners demonstrated good academic performance in noting details, sequencing events, and making inferences, although inferential comprehension remained the weakest area. Analysis showed no significant differences in learners' academic performance across age and gender groups. However, a significant positive relationship was found between learners' reading comprehension proficiency and their English academic performance. Based on these findings, enhanced and targeted reading comprehension activities are recommended to strengthen learners' higher-order comprehension skills and overall academic performance.
