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Research Article

Relationship Between Teaching Practices and Learners' Reading Skills

396 reads
Michae Rhejane Jayme , Ruel Duran
Psych Educ Multidisc J, 2025, 47 (1), 54-61, DOI: https://doi.org/10.70838/pemj.470104, ISSN 2822-4353
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Abstract

Developing reading skills is fundamental to a learner's academic success and lifelong learning. Effective teaching practices are crucial in enhancing these skills and fostering comprehension and a love for reading among students. This study aimed to determine the extent of the teaching practices regarding differentiated instruction, formative assessment, and reading scaffolds. Moreover, it also determines the level of reading skills development in terms of habit, attitude, knowledge, and skills. This study utilized a descriptive-correlational research design. This study was conducted in District IX, Valencia, Bukidnon. The respondents of the survey were the one hundred eleven (110) elementary teachers and the selected sixty-six (66) grade 4, 5, and 6 learners in District IX: Lumbo Integrated School, Sinalayan Integrated School, Malingon Elementary School, Liloan Elementary School, Cabanbanagan Integrated School, and Cabanuangan Elementary School, Division of Valencia, during the School Year 2024-2025. Mean and standard deviation were used to determine the teaching practices and reading skills level. Pearson r correlation was utilized to find out the significant relationship between the level of teaching practices and its level of teaching practices and its level on improving reading skills. The result revealed that the teachers effectively implemented the teaching practices regarding differentiated instruction, formative assessment, and reading scaffolds. Moreover, the level of reading skills among learners in terms of habit, attitude, knowledge, and abilities is significantly involved. The result also revealed a strong positive correlation between teaching practices and reading abilities, confirming a statistically significant association between the variables. The result suggests that TEACHERs implement evidence-based teaching strategies to enhance learners' reading skills. Teachers should receive professional development programs to equip them with effective instructional techniques tailored to different reading levels.

Keywords teaching practices formative assessment reading skills knowledge and skills differentiated instructions reading scaffolds habit and attitude
Authors 2
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The team behind this paper

2 authors, 2 institutions.

This paper Cabanbanagan Integrated School Department of Education — Philippines Cabanbanagan Integrated… 1 author Valencia Colleges (Bukidnon) — Philippines Valencia Colleges (Buki… 1 author Michae Rhejane Jayme — corresponding author MJ Michae Rhejane Jayme ✉ Ruel Duran RD Ruel Duran

Readership

396 reads over 14 months.

September 2025 October 2026

Related work on SciMatic

Closest of 29 articles sharing keywords with this one. A rarer shared keyword counts for more than a common one.

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This article is token #6403 of SciMatic Articles (ERC-1155): 1,000,000 tokens, minted once, never more. The chain also stores a fingerprint (SHA-256) of the article's record, so anyone can check that it has not been altered.

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Michae Rhejane Jayme 0xA40394…6C9aE7 450,000 (45%)
Ruel Duran 0x589596…Dbd739 450,000 (45%)
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Bibliographic Information

Michae Rhejane Jayme, Ruel Duran, (2025). Relationship Between Teaching Practices and Learners' Reading Skills, Psychology and Education: A Multidisciplinary Journal, 47(1): 54-61
Bibtex Citation
@article{michae_rhejane_jayme2025pemj,
author = {Michae Rhejane Jayme and Ruel Duran},
title = {Relationship Between Teaching Practices and Learners' Reading Skills},
journal = {Psychology and Education: A Multidisciplinary Journal},
year = {2025},
volume = {47},
number = {1},
pages = {54-61},
doi = {10.70838/pemj.470104},
url = {https://scimatic.org/show_manuscript/6403}
}
APA Citation
Jayme, M.R., Duran, R., (2025). Relationship Between Teaching Practices and Learners' Reading Skills. Psychology and Education: A Multidisciplinary Journal, 47(1), 54-61. https://doi.org/10.70838/pemj.470104

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