Title: Scaffolding Early Literacy: Guided Reading Practices And Reading Progress In Key Stage 1
Authors: Gladys L. Kempis
Volume: 10
Issue: 7
Pages: 263-271
Publication Date: 2026/07/28
Abstract:
Guided reading practice is an instructional approach designed to support learners in developing reading proficiency through structured, differentiated, and teacher-facilitated small-group instruction. This study employed a quantitative research approach using a descriptive-correlational design to examine the impact of guided reading practices on the reading performance and self-efficacy of elementary students in the District of Pagsanghan, Schools Division of Samar, during the School Year 2025-2026. Findings revealed that most students were at the expected grade-level reading proficiency, while others were distributed across transitioning, developing, and emerging levels, indicating varying degrees of reading development. Further, results showed no significant relationship between students' profile variables and the implementation of guided reading practices, suggesting consistent instructional delivery across diverse learner backgrounds. However, teachers' attitudes toward guided reading had a significant positive influence on the level of implementation. In addition, guided reading implementation demonstrated a significant but weak relationship with students' reading level, while showing a weak-to-moderate but significant relationship with reading self-efficacy across its dimensions. Furthermore, reading self-efficacy showed a moderate positive correlation with reading performance, indicating that learners with greater confidence in reading tend to achieve better outcomes. Overall, the study underscores the importance of strengthening guided reading implementation, enhancing teacher attitudes, and fostering students' reading self-efficacy to improve reading achievement.