Advanced International Journal for Research

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Teaching Learning Strategies to Improve the Level of Reading Comprehension and Academic Performance of Grade 3 Learners

Author(s) Ms. KRISTEL JANE M AÑASCO, Mr. ALEXANDER D RABUYA, Ms. KISHA G OMAC
Country Philippines
Abstract This study assessed the receptive literacy in learning activities and reading outcomes of Grade Three learners in selected elementary schools, namely La Paz Elementary School, Guadalupe Elementary School, and Carmen 2 Central Elementary School during School Year 2025–2026. Specifically, it determined the demographic profile of the teacher-respondents and learner-respondents, evaluated the level of reading comprehension of Grade Three learners in terms of decoding, fluency, vocabulary, listening, speaking, reading, and teacher reading strategies, assessed the learners' academic performance in English Three based on the Most Essential Learning Competencies (MELCs), examined the significant relationship between reading comprehension and academic performance, identified the issues and concerns affecting learners' reading proficiency, and developed Integrated Conceptualized Reading Materials based on the findings.
The study employed a quantitative research approach involving sixty (60) respondents composed of five (5) Grade Three teachers and fifty-five (55) Grade Three learners from three selected public elementary schools. Data were gathered using researcher-developed survey questionnaires and were analyzed using frequency, percentage, weighted mean, standard deviation, Pearson Product-Moment Correlation, and other appropriate descriptive and inferential statistical tools.
The findings revealed that the teacher-respondents were predominantly female, possessed graduate-level education, and had adequate teaching experience. The learner-respondents were generally within the expected Grade Three age level and received home learning support primarily from their mothers. Learners demonstrated a strong level of decoding skills and satisfactory levels of fluency, vocabulary, listening, speaking, and reading comprehension. Their academic performance in English Three was interpreted as Near Mastery. The results further revealed a significant positive relationship between reading comprehension and academic performance, indicating that learners with higher receptive literacy skills also achieved better academic outcomes. Major concerns affecting reading proficiency included limited reading motivation, decoding difficulties, inadequate phonemic awareness, restricted vocabulary, and insufficient home learning support. Based on these findings, Integrated Conceptualized Reading Materials were developed to strengthen receptive literacy instruction, improve reading proficiency, and enhance the academic performance of Grade Three learners in English.
Keywords receptive literacy, reading comprehension, reading outcomes, decoding, fluency, vocabulary development, academic performance, Grade Three learners, English literacy, integrated conceptualized reading materials
Field Sociology > Education
Published In Volume 7, Issue 5, September-October 2026
Published On 2026-10-10
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E-ISSN 3048-7641
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