Adapting New Teaching Strategies of Grade I–III Teachers, Parental Support and Early Grade Reading Assessment (EGRA) Result: A Proposed Intervention Program
Abstract:
This descriptive-correlational study investigates the use of emerging teaching strategies among Grade I–III teachers, the extent of parental support, and their relationship to learners’ Early Grade Reading Assessment (EGRA) outcomes in the East I and City Central Districts during the School Year 2023–2024. Data were collected through a modified questionnaire and analyzed using statistical tools such as mean, frequency count, Pearson correlation, and p-values. Results reveal that teachers frequently implemented innovative approaches, including blended learning, open questioning, active learning, and flipped classrooms, with an average mean score of 3.95 (“Often”). Parental support was found to be generally present, especially in emotional and facilitative dimensions, although involvement in homebased reading activities emerged as a potential area for growth. EGRA findings showed that while many learners demonstrated “Nearly Proficient” performance in foundational skills such as Letter Sound Knowledge and Initial Sound Identification, a substantial number did not meet the expected reading benchmarks. Correlational analysis indicated a strong positive relationship between teaching strategies and EGRA scores (r = 0.545, p = 0.000), and a moderate positive relationship with parental support (r = 0.429, p = 0.000). These results emphasize the significant impact of innovative teaching strategies and active parental engagement in enhancing early-grade reading proficiency. An intervention program is recommended to further strengthen instructional practices, promote meaningful parental involvement, and improve literacy outcomes.
Keywords: literacy, parental involvement, reading assessment, teaching strategies
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