Abstract
This study aimed to determine the level of teaching strategies that enhance reading and reading ability among elementary school learners. The study respondents were the one hundred twenty-one (121) grade 1 to 3 teachers and one hundred seventy-one grade 1 to 3 learners in Kadingilan 2 District and selected schools in Kadingilan District 1. This study utilized a descriptive-correlational research design, and the researcher also used random sampling due to its inherent ability to enhance the sample's representativeness while minimizing biases in selection. The result revealed that the teachers' teaching strategies for developing reading among elementary learners in terms of Reading Aloud, Reading Together, Marungko Approach, Fuller Method, Comprehensive Rapid Literacy Assessment (CRLA), and Teaching Vocabulary are very high. Moreover, most learners' reading ability, based on the Comprehensive Rapid Literacy Assessment (CRLA), is at the Frustration Level, following the Instructional Level, which comprises learners who can read with guidance. Meanwhile, the Non-Reader Level represents nearly a quarter of the learners, highlighting the need for intensive literacy intervention, and a minority of the respondents are at the Independent Level. Another result revealed that the test for a significant relationship between teachers' teaching strategies in developing reading and learners' reading ability showed that the Reading Aloud, Reading Together, Marungko Approach, Fuller Method, Collaborative Reading Literacy Approach, and Teaching Vocabulary strategies all demonstrated a significant correlation. These suggest schools implement personalized reading programs for varied proficiency levels, including early intervention for non-readers and struggling learners. Teachers should employ evidence-based practices, such as phonics instruction, guided reading sessions, and personalized support. They should also incorporate successful reading strategies into everyday instruction to enhance students' reading skills.
