Effects of Instructional Support on the Reading Performance of Grade Six Pupils
DOI:
https://doi.org/10.65339/ijsair.V2.I2.298Keywords:
Instructional Support, Reading Performance, Grade Six Pupils, Phonics Instruction, Guided Reading, Vocabulary Development, Reading Comprehension, Phil-IRIAbstract
This study examined the effects of instructional support on the reading performance of Grade Six pupils in public elementary schools in Morong District, Division of Rizal, during the School Year 2025–2026. Employing a descriptive survey research design, the study involved 430 randomly selected pupils, representing 50% of the total Grade Six population. Respondents were profiled according to sex, sibling position, family size, parents’ educational attainment, occupation, and monthly income. Data were collected using a researcher-made questionnaire-checklist assessing instructional support in terms of explicit phonics and decoding instruction, guided reading, vocabulary development, and reading comprehension. Documentary analysis of Phil-IRI results was also utilized to determine pupils’ reading performance levels.Fings revealed that most respondents were female, first-born, and from families with three children. Parents were generally high school graduates, with fathers engaged in self-employment and mothers as homemakers, earning a monthly income of ₱20,000–₱29,999. Instructional support strategies were found to often influence reading performance. However, no significant differences were observed in pupils’ perceptions of instructional support when grouped according to their demographic profiles. Most pupils demonstrated independent reading levels. A significant relationship was found between instructional support and reading performance, indicating that effective teaching strategies contribute to improved literacy outcomes.The study concluded that demographic variables do not predict the effects of instructional support on reading performance. Instead, structured and consistent instructional practices play a vital role in enhancing pupils’ reading abilities.It is recommended that school administrators strengthen instructional programs by aligning reading strategies with learners’ needs and providing continuous teacher training. Teachers are encouraged to integrate phonics, guided reading, vocabulary, and comprehension activities, regularly assess learners, and implement targeted interventions. Pupils should actively participate in reading activities to further develop their literacy skills. Implementation of the proposed action plan is also advised.
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