Developing reading skills is fundamental to a learner's academic success and lifelong learning. Effective teaching practices are crucial in enhancing these skills and fostering comprehension and a love for reading among students. This study aimed to determine the extent of the teaching practices regarding differentiated instruction, formative assessment, and reading scaffolds. Moreover, it also determines the level of reading skills development in terms of habit, attitude, knowledge, and skills. This study utilized a descriptive-correlational research design. This study was conducted in District IX, Valencia, Bukidnon. The respondents of the survey were the one hundred eleven (110) elementary teachers and the selected sixty-six (66) grade 4, 5, and 6 learners in District IX: Lumbo Integrated School, Sinalayan Integrated School, Malingon Elementary School, Liloan Elementary School, Cabanbanagan Integrated School, and Cabanuangan Elementary School, Division of Valencia, during the School Year 2024-2025. Mean and standard deviation were used to determine the teaching practices and reading skills level. Pearson r correlation was utilized to find out the significant relationship between the level of teaching practices and its level of teaching practices and its level on improving reading skills. The result revealed that the teachers effectively implemented the teaching practices regarding differentiated instruction, formative assessment, and reading scaffolds. Moreover, the level of reading skills among learners in terms of habit, attitude, knowledge, and abilities is significantly involved. The result also revealed a strong positive correlation between teaching practices and reading abilities, confirming a statistically significant association between the variables. The result suggests that TEACHERs implement evidence-based teaching strategies to enhance learners' reading skills. Teachers should receive professional development programs to equip them with effective instructional techniques tailored to different reading levels.
Jayme et al. (Fri,) studied this question.