Authors : Mayani S. Paguidian

Volume/Issue : Volume 11 - 2026, Issue 6 - June

Google Scholar : https://tinyurl.com/2w2pb7kk

Scribd : https://tinyurl.com/yrupamsy

DOI : https://doi.org/10.38124/ijisrt/26jun245

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study explored the lived experiences and narratives of teachers in enhancing learners’ reading comprehension of science concepts through literacy-integrated instructional practices. It aimed to examine the strategies, challenges, and insights of teachers in addressing learners’ difficulties in understanding scientific texts and terminologies. Using a qualitative research design, specifically narrative inquiry, data were gathered through in-depth interviews and reflective accounts from selected Science teachers teaching in Intermediate level grades 4-6 in Tupi, South District, Division of South Cotabato. The findings revealed that teachers employed various literacy-based approaches such as contextualized reading activities, vocabulary scaffolding, guided questioning, collaborative learning, and the integration of visual and experiential learning materials to improve comprehension of science concepts. Teachers also highlighted challenges including limited reading proficiency, lack of learner motivation, insufficient instructional resources, and time constraints. Despite these difficulties, the narratives demonstrated teachers’ commitment and adaptability in creating learner-centered strategies that promote both scientific understanding and literacy development. The study underscores the importance of integrating literacy instruction into science education to strengthen learners’ comprehension, critical thinking, and academic performance. Furthermore, the findings suggest the need for continuous teacher training, curriculum support, and the development of interdisciplinary approaches that connect reading literacy with scientific learning.

Keywords : Literacy-Integrated, Contextualized Reading, Reading Proficiency, Literacy Instruction, Critical Thinking.

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