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Published in
Academic Frontiers
Teaching Strategies for Beginning Readers: A Compendium
Academic Frontiers, 2(6), 217-233, ISSN: 3082-4400, 2026.
Recommended Citation:
Azarcon, A. M., & Maghuyop, A. Z. (2026). Teaching Strategies for Beginning Readers: A Compendium. Academic Frontiers, 2(6), 217–233. https://doi.org/10.5281/zenodo.20755772
Author(s)
Azarcon, Asher M., Maghuyop, Alicia Z.
Abstract
This study examined the teaching strategies employed by Grade 1 teachers in teaching beginning readers in the Schools Division of Surigao City. Using a convergent mixed-methods design, quantitative data were gathered through a survey administered to 108 Grade 1 teachers, while qualitative data were collected through semi-structured interviews with 13 purposively selected respondents. The study assessed five strategy categories: phonics-based, fluency-building, technology- and resource-assisted, comprehension-oriented, and cooperative and interactive strategies. Results showed that phonics-based strategies were used most consistently, followed by fluency-building and technology- and resource-assisted strategies. Significant differences in strategy use were found across sex and years in service, particularly in fluency-building and technology-assisted strategies. Qualitative findings revealed four emergent themes: a structured, multi-strategy approach to reading instruction; perceived effectiveness and learner outcomes; challenges in strategy implementation; and support systems and professional development needs. The findings indicate that Grade 1 teachers possess a strong foundation in phonics-based and fluency-building instruction and effectively employ structured and scaffolded approaches that support beginning readers' literacy development. However, the relatively lower use of comprehension-oriented and cooperative strategies, together with challenges such as learner absenteeism, limited parental involvement, and inadequate instructional resources, suggests the need for more balanced instructional practices and enhanced institutional support. The study further confirms that demographic and experiential factors influence teachers' instructional practices, highlighting the importance of differentiated professional development. Based on these findings, a Compendium of Teaching Strategies for Beginning Readers was developed as a practical, context-informed reference for strengthening early literacy instruction in the division.
Keywords
teaching strategies, beginning readers, compendium, Grade 1 teachers, phonics instruction
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