ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— The research aimed to ascertain the interventions employed by Grades 4-6 teachers to enhance the reading performance of learners within the Masbate City Division. Employing the descriptive-analytical method, the study utilized a questionnaire as the principal data-gathering instrument. The questionnaire’s validity underwent assessment by two separate panels of judges, whose suggestions were integrated into the final revision of the instrument. Furthermore, the reliability of the questionnaire was affirmed through two preliminary trial runs, ensuring the consistency and dependability of the gathered data. The data gathered were treated using the following statistical tools: frequency and percentage for the profile of Grades 4-6 teachers, weighted mean for the factors affecting the performance of Grades 4-6 learners and to what extent as perceived by their teachers and rank order for the suggestions to improve further the reading performance of their learners. Findings revealed that the majority of Grades 4-6 teachers are females aged 25-29 and 45-49, married, with a bachelor’s degree and MA CAR, holding the teacher III position, and demonstrating outstanding performance with 22 to 26 years of service. Learners in these grades tend to perform better in oral reading than in silent reading, with factors moderately affecting their reading performance. Teachers’ interventions are highly effective, including preand post-reading assessments, establishing reading centers, and providing capacity-building for effective reading techniques through SLAC. Topmost of the suggestions offered by Grades 4-6 teachers to improve further the reading performance of their learners by the teachers were: conduct pre and post reading assessment ranked 1, establish reading center in school campus ranked 2, conduct capacity building for teachers on effective reading techniques and approaches through SLAC ranked 3. Keywords — Phil-IRI, Reading Performances, Interventions