Learning Skills Practices and Reading Strategy Engagement Among Grade 2 Learners: A Qualitative Inquiry : Learning Skills Practices and Reading Strategy Engagement Among Grade 2 Learners: A Qualitative Inquiry

ARIANE MAY MIGUEL

doi:10.55687/ste.v5i3.513

Authors

ARIANE MAY MIGUEL RESEARCHER

DOI:

https://doi.org/10.55687/ste.v5i3.513

Abstract

Abstract

Learning skills and reading strategy engagement are essential components of literacy development among early-grade learners. This study explored the learning skills practices and reading strategy engagement experiences among Grade 2 learners at Ngarag Primary School. Anchored on Constructivist Learning Theory and Emergent Literacy Theory, the study employed a descriptive qualitative research design to examine learners’ literacy practices, classroom participation, instructional interactions, and engagement in reading activities. Participants included selected Grade 2 learners, teachers, and parents of Ngarag Primary School. Data were gathered through semi-structured interviews, focus group discussions, classroom observations, and document analysis. Braun and Clarke’s (2006) thematic analysis approach was utilized in analyzing the gathered data. Findings revealed that learners develop literacy engagement through interactive reading activities, guided instruction, collaborative learning experiences, and supportive classroom environments. Teachers employed learning skills practices such as guided reading, repeated reading, peer-assisted learning, storytelling, vocabulary enhancement, and contextualized literacy activities to strengthen reading comprehension and learner participation. The findings further revealed that positive teacher support, home literacy assistance, and learner-centered instructional approaches contribute significantly to reading confidence and literacy engagement. However, challenges such as limited vocabulary, reading anxiety, insufficient home reading support, and varying learner abilities affected learners’ literacy participation and reading development. The study concludes that learner-centered literacy practices and supportive learning environments strengthen reading strategy engagement and literacy development among Grade 2 learners. Strengthening contextualized literacy instruction, collaborative reading activities, and home-school literacy partnerships is recommended to improve learning skills and reading engagement in primary education.

Keywords: learning skills, reading strategies, literacy engagement, early literacy, Grade 2 learners, qualitative research, reading instruction

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Learning Skills Practices and Reading Strategy Engagement Among Grade 2 Learners: A Qualitative Inquiry