Author
Kate D. Dupali*
Saint Louis College of Bulanao, Tabuk City, Kalinga, Philippines
Abstract
This study explored the reading practices of elementary independent readers to inform the development of an institutional reading program. Employing a mixed-methods research design, combining qualitative and quantitative approaches, the study examined the effects of reading practices on learners’ comprehension and identified challenges that affect independent reading. Findings revealed that learners demonstrate moderate engagement in independent reading, highlighting the need for structured reading programs, consistent guidance, and increased reading opportunities provided by schools and teachers. Learners actively use digital tools to understand unfamiliar vocabulary and employ strategies such as prediction, rereading, and making connections, which support comprehension and engagement. They show curiosity and interest in both fictional and informational texts, although consistency in reading practices, goal setting, and reflective practices remains limited. Despite these positive practices, learners face moderate challenges in reading comprehension, particularly in retaining details, maintaining focus, building confidence in reading aloud, and understanding complex concepts such as inference, vocabulary, and figurative language. Teacher observations further confirm that learners benefit from strategies like guided reading, summarization, and the integration of digital resources, while collaborative and interactive activities enhance motivation and participation.
Keywords: Independent readers, reading practices, reading comprehension, literacy development, elementary education, digital tools, guided reading.
*Corresponding author/ Email: katedupali@gmail.com
DOI: http://doi.org/10.69651/PIJHSS0502981
Recommended citation:
Dupali, K. D. (2026). Reading practices of elementary independent readers towards development of institutional reading program. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 1313-1331. http://doi.org/10.69651/PIJHSS0502981
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