Abstract
The study aimed to evaluate the reading strategies used by teachers and their effect on the reading performance of Grade 4 learners of Ubaldo D. Laya Memorial Central School, Division of Iligan City for School Year 2023-2024. The study employed descriptive-correlational research design to describe and test the significant relationship exists between teachers’ reading strategies and the reading performance of learners and the relationship between teachers’ reading strategies used and the reading performance of learners. The result revealed that the teachers primarily utilized remediation strategies with a mean of 3.78 and the intervention strategies with a mean of 2.80. In terms of learners reading performance, the data indicated that a significant portion of learners scored within the highest range (7-8) for reading comprehension while vocabulary acquisition exhibited even stronger performance, with the highest frequency (40) of students scoring in the top range (9-12). Further, the study found out that the learners' reading performance in terms of reading comprehension had a highly significant association with the teachers' reading strategies in terms of remediation. Furthermore, the variables that best predict learners’ reading performance in terms of vocabulary acquisition, the findings revealed that the respondents' learners' reading ability in terms of vocabulary acquisition was unaffected by teachers' reading strategies. Therefore, the null hypothesis stating that “there is no variable singly or in combination that best predicts respondents’ learners’ reading performance in terms of vocabulary acquisition” was not rejected.
