The Impact of Interactive Strategies for Supporting Early Reading Development for Teacher’s Performance
DOI:
https://doi.org/10.5281/zenodo.19510165Keywords:
interactive strategies, early reading development, teacher performance, kindergarten education, learner engagement, phonics instructionAbstract
This study examined the impact of interactive teaching strategies on early reading development and teachers’ performance at La Paz Elementary School in La Paz, Bogo City, Cebu. Using a descriptive-correlational research design, the study involved 20 kindergarten teachers as respondents. Data were collected through a structured questionnaire focusing on the extent of teachers’ use of interactive strategies such as phonics-based instruction, storytelling, guided reading, and collaborative learning activities. Findings revealed that teachers frequently implemented interactive approaches that actively engaged learners and supported foundational reading skills. These strategies were found to enhance pupils’ participation, comprehension, and interest in reading. Moreover, results indicated a positive relationship between the use of interactive strategies and teachers’ instructional performance, particularly in classroom management, lesson delivery, and learner engagement. The study highlights the importance of adopting interactive methods to improve both early reading outcomes and teaching effectiveness.
References
Lestari, G. P., Kosasih, A., & Somad, M. A. (2023). The effectiveness of interactive reading models in improving early students’ language skills. International Journal of Learning, Teaching and Educational Research, 22(9), 280–295. https://doi.org/10.26803/ijlter.22.9.15
Li, J.-T., Tong, F., Irby, B. J., Lara-Alecio, R., & Rivera, H. (2021). The effects of four instructional strategies on English learners’ English reading comprehension: A meta‑analysis. Teaching and Teacher Education, 28(1), Article 1362168821994133. https://doi.org/10.1177/1362168821994133
Maureen, I. Y., van der Meij, H., & de Jong, T. (2021). Evaluating storytelling activities for early literacy development. International Journal of Early Years Education, 30(4), 679–696. https://doi.org/10.1080/09669760.2021.1933917
Şimşek, Z. C., & Işıkoğlu Erdoğan, N. (2021). Comparing the effects of different book reading techniques on young children’s language development. Reading and Writing, 34(4), 817–839. https://doi.org/10.1007/s11145-020-10091-9
Yan, J., & Cai, Y. (2021). Teachers’ instruction of reading strategies and primary school students’ reading literacy: An approach of multilevel structural equation modelling. Reading & Writing Quarterly, 38(2), 139–155. https://doi.org/10.1080/10573569.2021.1923100
