The Explicit Reading Strategies Used by Teachers, Learners’ Reading Level, and Learners’ Engagement

This study examined the relationship between teachers’ use of explicit reading strategies, learners’ reading levels, and learner engagement among Grade 6 students at Dangcagan Central Elementary School during the school year 2024–2025. Using a descriptive-correlational research design, data were collected from 177 learners through a validated questionnaire measuring four explicit reading strategies—summarizing, questioning, predicting, and clarifying—as well as reading levels (frustration, instructional, independent) and engagement (behavioral, emotional, cognitive). Results revealed that explicit reading strategies were frequently used, with an overall mean of 4.12, interpreted as “Often.” Learners were predominantly at the instructional reading level (M = 3.82), indicating the need for guided support, while engagement levels were high across behavioral (M = 3.80), emotional (M = 3.91), and cognitive (M = 3.92) dimensions. A significant, strong positive relationship was found between explicit reading strategies and learner engagement (r = 0.723, p < 0.01), suggesting that increased use of structured strategies enhances student participation and motivation. No significant differences in reading level were observed when grouped by age or sex. The findings highlight the critical role of explicit reading instruction in improving engagement and literacy outcomes.