Aspiras, Rodalyn M. creator text Bayombong Nueva Vizcaya State University 2024 monographic eng

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x, 103 leaves : illustrations (some colored) ; 28 cm. Rodalyn M. Aspiras Reading proficiency is vital for academic success in language education, yet poor skills in this area often lead to academic difficulties, including failing grades in English. This descriptive-correlational study involved Key Stage 2 (Grades 4-5) language teachers in Nueva Vizcaya. It identified prevailing teaching practices and established correlations between these practices, reading proficiency, and academic performance. A self-made survey questionnaire was distributed both face-to-face and online to language teachers in the Schools Division of Nueva Vizcaya. Results revealed consistent implementation of teaching practices concerning preparation and procedural aspects, aligning with Eisenkraft's 7Es framework. However, some areas requiring improvement were also identified. Analysis of learners' reading proficiency indicated minimal to weak relationships between teachers' practices and reading proficiency, particularly in oral reading word recognition. While the "Explore" practice showed marginal significance with Instructional Reading Proficiency, none significantly correlated with reading comprehension proficiency. However, certain practices in the preparation, engage, explore, evaluate, and extend stages exhibited a weak but statistically significant negative relationship with the frustration level in Reading Proficiency, suggesting potential benefits in reducing student frustration. Despite these challenges, learners demonstrated a strong academic foundation, with many exceeding expectations. While teaching practices positively correlated with academic performance, these associations were generally minimal to weak, with "Engage" practices showing a more pronounced positive effect. Importantly, a significant relationship existed between learners' reading proficiency levels and their academic performance, underscoring the importance of addressing reading proficiency for overall academic success among learners. Further research could explore the nuanced dynamics between teaching practices and different aspects of reading proficiency and academic performance.  Thesis (Master of Education - Language, Reading and Numeracy) Includes appendices and bibliographical references 250328 20250328154923.0