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.
Salazar et al. (Sat,) studied this question.