Reading profiles revealed: Exploring the complexities of pre-service elementary education teachers’ reading competencies
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Published
Apr 6, 2026
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Karen Salve M. Maute
Abstract
This study explored the reading profiles and competencies of pre-service elementary education teachers, a topic that remains underexplored in the context of teacher education institutions in Palawan. Using a descriptive quantitative approach, 38 purposively sampled Bachelor of Elementary Education students participated. Most are female, aged 21–22, financially supported by their parents, and the majority belonged to the Tagalog and Cuyonon ethnic affiliations. Data were collected through surveys and reading assessments evaluating reading experience, attitude, efficacy, strategy, habits, challenges, reading rate, oral reading level, and comprehension. Findings revealed that participants' early reading experiences were grounded in their mother tongue, facilitated by family encouragement, despite the limited availability of formal materials in local languages. They also expressed positive attitudes toward reading. While they reported using effective strategies like re-reading and vocabulary lookup, their reading self-efficacy varied. Although many read for pleasure and engaged in writing activities, challenges such as poor concentration, limited summarization skills, and difficulties in connecting ideas persisted. Competency assessments showed a below-average reading rate (121–181 words per minute), high oral reading fluency, but notably low reading comprehension—71.05% of respondents did not meet expectations. This highlights a paradox: fluency does not equate to comprehension. In conclusion, there is an urgent need to strengthen pre-service teachers’ reading comprehension through targeted instruction. Recommendations include enhancing reading self-efficacy, implementing reading strategy training, promoting consistent reading habits, and designing supportive interventions focused on fluency and deep understanding. Addressing these areas will better equip future educators to model and teach effective reading practices, ultimately improving literacy outcomes in their future classrooms.
How to Cite
Maute, K. S. M. (2026). Reading profiles revealed: Exploring the complexities of pre-service elementary education teachers’ reading competencies. The Palawan Scientist, 18(1), 96–108. https://doi.org/10.69721/TPS.J.2026.18.1.11
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Keywords
below-average reading rate, high oral reading skills, reading attitude, reading challenges, reading comprehension, pre-service teachers
References
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Albertini J, Mayer C. 2011. Using miscue analysis to assess comprehension in deaf college readers. Journal of Deaf Studies and Deaf Education. 16(1):35–46. https://doi.org/10.1093/deafed/enq017
Amendum SJ, Conradi K, Hiebert E. 2018. Does text complexity matter in the elementary grades? A research synthesis of text difficulty and elementary students’ reading fluency and comprehension. Educational Psychology Review. 30(1):121–151. https://doi.org/10.1007/s10648-017-9398-2
Aşıkcan M, Pilten G, Kuralbayeva A. 2018. Investigation of reflecting reading comprehension strategies on teaching environment among pre-service classroom teachers. International Electronic Journal of Elementary Education. 10(4):397–405. https://doi.org/10.26822/iejee.2018438129
Aybala C. 2017. Primary school pre-service teachers self-assessed competency level of teaching how to read in Turkey. Educational Research and Reviews. 12(17):855–859. https://doi.org/10.5897/ERR2017.3325
Badawy WME. 2024. The effectiveness of a differentiated instruction-based program for developing english reading fluency among preparatory. Faculty of Education Journal (Al-Arish). 12(37):237–264. https://doi.org/10.21608/foej.2024.334405
Benevides T, Peterson SS. 2010. Literacy attitudes, habits and achievements of future teachers. Journal of Education for Teaching. 36(3):291–302. https://doi.org/10.1080/02607476.2010.497375
Boakye NANY. 2017. Exploring students’ reading profiles to guide a reading intervention programme. English Language Teaching. 10(7):158. https://doi.org/10.5539/elt.v10n7p158
Brandt L, Sharp AC, Gardner DS. 2021. Examination of teacher practices on student motivation for reading. The Reading Teacher. 74(6):723–731. https://doi.org/10.1002/trtr.1999
Caabay MaT, Martinez L, Valdestamon J, Aguhayon H. 2024. Intervention to enhance reading comprehension skills of Grade 7 students through background knowledge activation, repeated readings, reading aloud, and asking questions. International Journal of Education and Teaching Zone. 3(1):50–59. https://doi.org/10.57092/ijetz.v3i1.154
Calet N, Gutiérrez-Palma N, Defior S. 2017. Effects of fluency training on reading competence in primary school children: The role of prosody. Learning and Instruction. 52:59–68. https://doi.org/10.1016/j.learninstruc.2017.04.006
Canoy D, Loquias A. 2022. Identifying reading miscues and reading performance in the oral reading verification test in english: basis for an intensive reading program. International Journal of English Language Studies. 4(4):38–46. https://doi.org/10.32996/ijels.2022.4.4.6
Ciampa K, Gallagher TL. 2018. A comparative examination of Canadian and American pre-service teachers’ self-efficacy beliefs for literacy instruction. Reading and Writing. 31(2):457–481. https://doi.org/10.1007/s11145-017-9793-6
Clark S. 2016. An exploratory study examining the influence of the number of reading methods courses on pre-service and in-service teacher perceptions of ability to teach reading. Asia-Pacific Journal of Teacher Education. 44(2):125–141. https://doi.org/10.1080/1359866X.2015.1066492
Concepcion RJ. 2024. Intentionality of junior high school teachers on reading comprehension difficulties among grade nine learners: a phenomenological study. EPRA International Journal of Environment Economics, Commerce and Educational Management. 11(6):78–84. https://doi.org/10.36713/epra17372
Corso HV, Corso LV, De Salles JF. 2024. Intervention in reading comprehension skills. In: Cardoso CDO, Dias NM, editors. Neuropsychological Interventions for Children - Volume 1. Cham: Springer Nature Switzerland. p. 181–191. [accessed 2025 Feb 4]. https://doi.org/10.1007/978-3-031-53586-4_13
Custureri MC. 2014. READING: increasing reading SPEED. [accessed 2025 July 11]. https://www.slideserve.com/rosie/reading-increasing-reading-speed
Dania R, Adha AD. 2021. The challenges of using online authentic materials in reading classroom for first-year EFL students: Bandung, Indonesia. Advances in Social Science, Education and Humanities Research. 546:433-436. https://doi.org/10.2991/assehr.k.210427.066
De Jong EJ, Harper CA, Coady MR. 2013. Enhanced knowledge and skills for elementary mainstream teachers of english language learners. Theory Into Practice. 52(2):89–97. https://doi.org/10.1080/00405841.2013.770326
Dennis MS, Bryant BR, Calhoon MB. 2016. Oral reading miscues and their relation to silent reading comprehension in children with and without learning disabilities. International Journal for Research in Learning Disabilities. 3(1):47–60. https://journals.ub.uni-koeln.de/index.php/IJRLD/article/view/1864
DepEd (Department of Education). 2018. The Philippine Informal Reading Inventory Manual 2018. Pasig City, Philippines. https://ia903103.us.archive.org/18/items/PhilIRIFullPackageV1/Phil-IRI%20Full%20Package%20v1.pdf
Dickens RH, Meisinger EB. 2016. Examining the effects of skill level and reading modality on reading comprehension. Reading Psychology. 37(2):318–337. https://doi.org/10.1080/02702711.2015.1055869
Dixon LQ, Wu S, Burgess-Brigham R, Joshi RM, Binks-Cantrell E, Washburn E. 2014. Teaching english reading: what’s included in the textbooks of pre-service general education teachers? In: Harwood N, editor. English Language Teaching Textbooks. London: Palgrave Macmillan UK. p. 111–141. [accessed 2025 Feb 4]. https://doi.org/10.1057/9781137276285_4
Elleman AM, Oslund EL. 2019. Reading comprehension research: implications for practice and policy. Policy Insights from the Behavioral and Brain Sciences. 6(1):3–11. https://doi.org/10.1177/2372732218816339
Ernst MI. 2023. The Crucial Role of School Libraries in Influencing Children’s Literacy and Learning. Journal of Childhood Literacy and Societal Issues. 2(1):32–39. https://doi.org/10.71085/joclsi.02.01.26
Fang Z. 2016. Forum: teaching close reading with complex texts across content areas. Research in the Teaching of English. 51(1):106–116. https://doi.org/10.58680/rte201628687
Fielding‐Barnsley R, Purdie N. 2005. Teachers’ attitude to and knowledge of metalinguistics in the process of learning to read. Asia-Pacific Journal of Teacher Education. 33(1):65–76. https://doi.org/10.1080/1359866052000341133
Hattan C. 2024. Supporting students’ knowledge activation before, during, and after reading. The Reading Teacher. 77(6):861–869. https://doi.org/10.1002/trtr.2322
Helfrich SR, Clark SK. 2016. A comparative examination of pre-service teacher self-efficacy related to literacy instruction. Reading Psychology. 37(7):943–961. https://doi.org/10.1080/02702711.2015.1133466
International Literacy Association. 2025. Standards for the preparation of literacy professionals. Literacy Worldwide. [accessed 2025 Feb 4]. https://www.literacyworldwide.org/get-resources/standards/standards
Jaelani A, Holisah F. 2021. A survey of pre-service english teachers’ reading habits of english text. Journal of English Language Learning. 5(2):7-18. https://doi/10.31949/jell.v5i2.3200
Jayakumar R, Tamilselvan NT. 2016. High school students’ reading habits–A user study of the study l’école Internationale, Puducherry, India. International Journal of Library & Information Science. 5(1):69–78.
Johnston-Rodriguez S, Henning MB. 2019. Pre-service teachers’ perception of financial literacy curriculum: national standards, universal design, and cultural responsiveness. Education Sciences. 9(1):34. https://doi.org/10.3390/educsci9010034
Kodi Z, Phindane P. 2022. Investigating challenges faced by intermediate phase educators in the teaching of reading in english fal. A case study of selected primary schools in nylstroom circuit. In: Education and New Developments 2022 – Volume I. inScience Press. p. 572–576. [accessed 2025 Feb 4]. https://doi.org/10.36315/2022v1end127
Latham Keh M. 2016. Understanding and evaluating English learners’ oral reading with miscue analysis. Journal of Adolescent & Adult Literacy. 60(6):643–653. https://doi.org/10.1002/jaal.625
Lim HJ, Bong M, Woo Y-K. 2015. Reading attitude as a mediator between contextual factors and reading behavior. Teachers College Record: The Voice of Scholarship in Education. 117(1):1–36. https://doi.org/10.1177/016146811511700116
Liu K, Robinson Q, Braun-Monegan J. 2016. Pre-service teachers identify connections between teaching-learning and literacy strategies. Journal of Education and Training Studies. 4(8):93–98. https://doi.org/10.11114/jets.v4i8.1538
Macalister J. 2014. Teaching reading: research into practice. Language Teaching. 47(3):387–397. https://doi.org/10.1017/S026144481400007X
Meeks L, Stephenson J, Kemp C, Madelaine A. 2016. How well prepared are pre-service teachers to teach early reading? A systematic review of the literature. Australian Journal of Learning Difficulties. 21(2):69–98. https://doi.org/10.1080/19404158.2017.1287103
Moats L. 2009. Knowledge foundations for teaching reading and spelling. Reading and Writing. 22(4):379–399. https://doi.org/10.1007/s11145-009-9162-1
Mol SE, Bus AG. 2011. To read or not to read: A meta-analysis of print exposure from infancy to early adulthood. Psychological Bulletin. 137(2):267–296. https://doi.org/10.1037/a0021890
NAEYC (National Association for the Education of Young Children). 2025. Early childhood program standards. National Association for the Education of Young Children. [accessed 2025 Feb 11]. https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/our-work/public-policy-advocacy/2025_early_childhood_program_standards.pdf
NCTE (National Council of Teachers of English). 2007. 21st-century literacies: research clips. National Council of Teachers of English. [accessed 2025 Nov s2]. https://cdn.ncte.org/nctefiles/resources/policyresearch/21stcenturyclips.pdf
Neno H, Emanuel U, Yulita D. 2022. Teachers’ reading habits and their effect on the students’ literacy. English Review: Journal of English Education. 10(3):811–820. https://doi.org/10.25134/erjee.v10i3.5705
Neuman SB, Cunningham L. 2009. The impact of professional development and coaching on early language and literacy instructional practices. American Educational Research Journal. 46(2):532–566. https://doi.org/10.3102/0002831208328088
OECD (Organisation for Economic Co-operation and Development). 2019. PISA 2018 results (volume II): where all students can succeed. OECD Publishing. [accessed 2025 Feb 4]. https://doi.org/10.1787/b5fd1b8f-en
Osisanwo A. 2016. Positivity towards reading as a tool for better academic performance. Research on Humanities and Social Sciences. 6(19):39-43.
Pace Miles K, Fletcher A. 2023. Improving vulnerable populations’ emergent reading outcomes by training preservice teachers in an evidence-based program. Journal of Research in Childhood Education. 37(3):442–462. https://doi.org/10.1080/02568543.2023.2211645
Price J, Kalil A. 2019. The effect of mother–child reading time on children’s reading skills: evidence from natural within-family variation. Child Development. 90(6):e688–e702. https://doi.org/10.1111/cdev.13137
Purnamasari I, Kudadiri S, Damanik ESD. 2022. Student attitude toward connecting strategy in reading. Yavana Bhasha : Journal of English Language Education. 5(1):61–71. https://doi.org/10.25078/yb.v5i1.732
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