Teachers’ Teaching Reading Strategies in English to Junior High School Learners and Their Learning Performance

This study aimed to examine the relationship between the teachers’ reading strategies and their pupils’ learning performance. Specifically, this study sought to (1) determine the extent of reading strategies of English language teachers in Cauyonan Integrated School; (2) assess the students’ learning performance in English when they are categorized as outstanding, very satisfactory, satisfactory, fairly satisfactory, and did not meet expectation; and (3) determine the significant relationship the pupils’ learning performance in English and the extent of reading strategies utilized by teachers. Further, pupils’ performance and the teachers’ reading strategies were found to be correlated. Therefore, the students are motivated to improve their reading habits based on the effectiveness of their teachers’ reading strategies. Hence, Teachers are recommended to implement effective intervention in the form of remediation to help the pupils cope with their weaknesses in reading. Capacitating technical and pedagogical skills is suggested.