Implementation of Guided Reading Strategies and the Reading Comprehension Skills of Grade 4 And 5 Pupils In English

AUTHOR(S)

ANGELINE C. RELEVO

ABSTRACT

— This study evaluated the extent of implementation of Guided Reading Strategies to the Reading comprehension skills of Grade 4 and 5 learners in Dayhagan Elementary School in the Division of Ormoc City. This study employed a descriptive-correlational research design to examine the relationship between the implementation of guided reading strategies and the reading comprehension skills of Grade 4 and 5 pupils in English. The descriptive component aimed to assess the extent to which guided reading strategies are implemented in classrooms, including teacher planning, grouping of learners, use of leveled texts, and post-reading activities. Meanwhile, the correlational component sought to determine whether there is a significant relationship between the level of implementation of guided reading and learners’ reading comprehension performance. The study involved Grade 4 and 5 English teachers and their respective pupils from selected schools using purposive sampling. Teacher-respondents were asked to complete a validated questionnaire measuring the frequency and quality of guided reading practices, while the pupils’ reading comprehension skills were assessed through standardized reading comprehension tests aligned with their grade-level competencies. Data were analyzed using mean scores to describe the extent of guided reading strategy implementation and Pearson’s Product-Moment Correlation Coefficient (Pearson’s r) to evaluate the relationship between guided reading and comprehension performance. Ethical considerations such as informed consent, confidentiality, and voluntary participation were strictly observed. This research design allowed the researcher to gain meaningful insights into how guided reading contributes to the development of comprehension skills and supports more effective literacy instruction in the intermediate grades. The Test of Relationship, which examines the correlation between the implementation of guided reading strategies and the academic performance of learners. The table highlights key statistical indicators: the Pearson correlation coefficient (r), the computed t-value, the table value at the 0.05 significance level, the decision on the null hypothesis (Ho), and the interpretation of the strength of the relationship. This analysis is intended to determine whether guided reading strategies have a meaningful and statistically significant effect on learners’ academic achievement. The data show that the Pearson r-value, indicating a weak but positive correlation between guided reading strategies and academic performance. While the strength of the relationship is not strong, the computed t-value exceeds the critical table value, leading to the rejection of the null hypothesis. This statistically significant result suggests that, although the impact is limited, guided reading strategies do contribute to improvements in academic performance. Despite the weak correlation, the significance implies that the integration of guided reading strategies cannot be overlooked. The results may reflect variability in implementation, differences in teacher experience, learner engagement, or contextual factors such as access to appropriate materials. It is also possible that guided reading acts in combination with other interventions or that its full effects may manifest over a longer period of use. Nevertheless, the fact that a measurable relationship exists justifies continued use and refinement of guided reading practices in the classroom. The implication of this outcome is that guided reading strategies should be sustained and strengthened as part of regular instruction, especially in literacy development. Teachers may benefit from ongoing training to enhance implementation fidelity, and schools might explore supportive practices like differentiated grouping, regular monitoring, and integration with digital tools. Even modest gains in learner performance, when scaled across classrooms, can contribute significantly to school-wide academic improvements. Keywords — Implementation, Guided Reading Strategies, Reading Comprehension Skills, Grade 4& 5