ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
— Abstract — Objective: This study aimed to determine the Teachers’ Teaching Reading Practices for Non-readers: Towards Developing a Teaching Framework for Reading. Method: The study employed descriptive-analytic method of research and it was limited to teachers handling nonreaders and students enrolled in National High School within the Municipality of Liloy, Zamboanga del Norte. The researcher together with his Adviser constructed a self-madequestionnaire to assess the teaching practices for nonreaders in terms of adjustment, strategies and scaffolds. The questionnaire consisted of two (2) parts. The first part focused on the profile of the teachers on educational attainment, length of services, trainings and seminars on reading attended. The second part focused on the perception of respondents on the teaching practices employed by teachers on nonreaders in terms of adjustment, strategies, and scaffolds. The items in the questionnaires were submitted to three experts in the field of education for validation for suggestions and recommendations. Items found not relevant to the study were deleted and changed to more relevant items before the final questionnaires were fielded to the respondents for pre-testing. A total of fifty (50) respondents were made to answer the questionnaire in advance to test the validity and reliability of the items stated that answered the problems stated. The reliability and validity of the instrument used were determined using the SPSS software. The instrument has high reliability and validity. Results: Summarily, the data shows that all items such as adjustment, teaching strategies and reading scaffolds were all rated as “Always Practiced” there was no statistical evidence to support the difference between the educational attainment and on the extent of the teachers’ teaching practices for nonreaders ,no statistical evidence to support the difference between the length of service and on the extent of the teachers’ teaching practices for nonreaders, the difference between the seminars and trainings on teacher’s reading attended and on the extent of the teachers’ teaching practices for nonreaders, On the relationship between the extent of teachers’ teaching practices for nonreaders and the level of students’ reading ability As reflected on the table, there was a moderate positive correlation between the effect of differentiated instruction and the pupils’ reading comprehension which was statistically significant. Conclusions: Based on the findings of the study, it is hereby concluded that the teachers’ teaching practices for nonreaders were very effective and the students’ reading ability was high proficient. Through the result of the study, it was deduced that the teachers’ reading practices moderately improved nonreaders’ reading ability. Specially, this study concluded the following: This denotes that the adjustment, teaching strategies and reading scaffolds of the teachers for nonreaders is “Very Effective”. This simply means that the extent of the teacher’s teaching practices for nonreaders does not differ on the teachers’ educational attainment, length of service and seminars and trainings on reading attended. Generally, the mean score of 4.10 indicated that the students had high proficient level of reading comprehension and none was recorded to have basic and below basic level of reading comprehension. This simply means that the relationship between the teachers’ teaching practices for nonreaders relates to their reading ability. Keywords — Teachers’ Teaching Reading Practices For Non-Readers: Towards Developing A Teaching Framework For Reading