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UCU GS Research Journal
INNOVATIVE STRATEGIES IN TEACHING READING
JENINE ERIKA C. RIGOR

This study determined the extent of utilization of innovative strategies in teaching
Reading by the Grade V and VI teachers of San Nicolas Districts I and II Division of Pangasinan
II SY 2015-2016.
Specifically, this study determined the following: 1) profile of the respondents namely:
age, civil status, highest educational attainment, number of years teaching Reading, multimedia
used in teaching and relevant trainings attended; 2) extent of utilization of innovative strategies in
teaching Reading; use of knowledge channel, team learning strategy, hands-on strategy, internet
and power-point instruction, meditative strategy and brainstorming strategy; 3) significant
differences in the extent of utilization of innovative strategies in Reading across the profile
variables; 4) significant relationship between the extent of utilization of innovative strategies and
the selected variables: educational attainment, number of years teaching Reading, multimedia
used in teaching and relevant trainings attended.
The research hypotheses were tested at .05 level of significant. There are no significance
differences between the profile variables and the extent of utilization of innovative strategies in
teaching Reading. There are no significant relationships between the extent of utilization of
innovative strategies in teaching Reading and the selected profile variables and the extent of
utilization of innovative strategies in teaching Reading. There are no significant relationships
between the extent of utilization of innovative strategies in teaching Reading and the selected
profile variables

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