Language Learning Strategies and Reading Skills of Grade Three Learners: Basis for A Reading Skills Enhancement Plan

Abstract

This study assessed the language learning strategies and reading skills of the learners. A descriptive–correlational design was employed, using census sampling, the respondents comprised all officially enrolled Grade Three pupils during SY 2025–2026 (n = 569). Data were gathered through a two-part instrument: a learner profile and an adapted Language Learning Strategies Survey (listening, speaking, reading, writing) grounded in Kaur and Embi (2011), alongside CRLA-aligned reading assessments. Descriptive statistics and appropriate tests of association were used to summarize variables and examine the link between strategy use and reading performance. Results indicated generally favorable strategy use across domains, with strengths in accuracy- and repair-oriented behaviors (e.g., rereading, using text features, practicing grammatical forms) and relative gaps in higher-order, metacognitive strategies (e.g., predicting, summarizing, flexible paraphrasing). Most learners read below the expected benchmark, and stronger, more consistent strategy use aligned with better reading outcomes. The study concluded that explicit, routine instruction in metacognitive strategies, coupled with tiered supports and short-cycle monitoring, would best accelerate reading growth. It recommended implementing a CRLA-aligned Reading Skills Enhancement Plan featuring protected intervention blocks, flexible grouping, teacher professional development on think-aloud and discussion scaffolds, and institutionalized assessment cycles.