Teachers’ Innovative Reading Strategies And Learners’ Literacy Skill

This study examined teachers’ innovative reading strategies and learners’ literacy skills in the School District of Dumangas II, Iloilo, Philippines, during School Year 2025–2026. Specifically, it aimed to describe the profile of Grade 1 to Grade 3 teachers, determine the extent of their use of innovative reading strategies, assess the level of learners’ literacy skills, test differences across selected profile variables, and determine the relationship between teachers’ innovative reading strategies and learners’ literacy skills. The respondents consisted of 62 elementary teachers selected through purposive sampling. A researcher-developed questionnaire that was validated by experts and pilot-tested yielded a Cronbach’s alpha of 0.822, indicating acceptable reliability. Data were analyzed using frequency, percentage, mean, rank, Mann–Whitney U test, Kruskal–Wallis H test, and Spearman’s rho at a 0.05 level of significance. Findings showed that most teachers were 40 years old and below, held bachelor’s degrees, occupied Teacher I–III positions, taught in small schools, and were evenly distributed across Grades 1 to 3. Overall, teachers’ innovative reading strategies registered a high level of implementation, with the strongest emphasis on the integration of songs, rhymes, and chants, as well as the use of technology, while differentiated instruction received the lowest mean. Learners’ literacy skills were at the Approaching Mastery level, with only minimal variations across profile groups. No significant differences were found in teachers’ innovative reading strategies or learners’ literacy skills when grouped according to profile variables. However, a moderate positive and significant relationship was found between teachers’ innovative reading strategies and learners’ literacy skills, indicating that increased use of innovative strategies is associated with improved literacy outcomes. The study highlights the importance of sustaining and enhancing innovative, learner-centered reading instruction to further improve literacy achievement.