Reading Comprehension Skills of Grade 3 Learners as Perceived by Teachers

Abstract

This qualitative descriptive study explored the reading comprehension skills of Grade 3 learners as perceived by teachers in Bayombong. Specifically, it described teachers’ observations of learners’ comprehension abilities, common reading difficulties, instructional strategies, and possible intervention activities. The respondents were 20 Grade 3 teachers who had direct classroom experience in teaching and observing learners during reading activities. Data were gathered through a semi-structured interview guide and analyzed using thematic analysis, supported by simple quantitative summaries of recurring responses. Findings revealed that the reading comprehension skills of Grade 3 learners were generally developing but still required continuous instructional support. Teachers observed that learners could understand short and familiar texts but had difficulty with unfamiliar vocabulary, identifying main ideas, recalling details, answering comprehension questions independently, and making inferences. The most common strategies used by teachers included guided reading, vocabulary development, question-and-answer activities, storytelling, picture-assisted reading, and peer reading. Based on the findings, the study recommends regular vocabulary-building exercises, guided comprehension activities, story retelling, and the use of appropriate reading materials suited to learners’ level and interests. The study concludes that teacher perceptions provide valuable classroom-based insights for improving early-grade reading instruction and strengthening literacy support for Grade 3 learners.