Language Learning Strategies, Reading Attitudes and Reading Skills among Grade Three Learners: Basis for a Reading Skills Enhancement Plan

This study assessed the language learning strategies, reading attitudes, and reading skills among Grade Three learners in a public elementary school in the Schools Division of Mandaue City during School Year 2025–2026 as the basis for developing a Reading Skills Enhancement Plan. Specifically, it described the learners’ profile characteristics, determined their levels of language learning strategies, reading attitudes, and reading skills, and examined the relationships among the identified variables. The study employed a descriptive–correlational research design and was conducted among 554 Grade Three learners selected through census sampling. Data were gathered using an adapted Language Learning Strategies Questionnaire based on Kaur and Embi (2011), a Reading Attitudes Questionnaire, and official school reading assessment records. Frequency, percentage, weighted mean, and Pearson Product–Moment Correlation Coefficient were utilized in analyzing the data. The findings revealed that the learners generally demonstrated favorable language learning strategies and positive reading attitudes. Variations in reading skills were likewise observed among the learners. The results further indicated significant relationships between language learning strategies and reading skills and between reading attitudes and reading skills. It was concluded that strategic language use and positive reading dispositions contributed to the development of reading proficiency among Grade Three learners. Based on the findings, PROJECT BRIDGE (Building Reading Intervention through Differentiated and Guided Experiences) was proposed to strengthen literacy development and enhance the reading performance of learners.