| The purpose of this study was to find out the reading strategies ESL teachers utilized to enhance comprehension in ESL readers. Five research questions were stated as guides to elucidate the main research question; among them; what knowledge do teachers have about systematic teaching of reading strategies? How frequently do teachers use reading comprehension strategies in the reading process? How effective are comprehension strategies in the reading process?;The population was composed of 12 schools of the Santa Isabel School District; 9 elementary level schools, 1 second unit school, 1 middle school, and 1 high school level. The sample consisted of 34 participants; 23 elementary level teachers, 6 middle school teachers, and 5 high school teachers.;The research instrument used was a questionnaire. The findings were based on descriptive statistics, frequencies, and percentages. Findings indicated that participants had knowledge about systematic teaching of reading strategies and that they used them in the reading process, although not with the regularity expected. Teachers demonstrated to be doubtful about their greatest difficulty in teaching reading comprehension.;Findings indicated that teachers managed ESL students' reading difficulties effectively and participants considered comprehension strategies to be effective in the reading process.;Based on the findings of the investigation, it was recommended that School Districts, Facilitators, and the Department of Education be aware of teachers' needs for professional development, in-service training, and technical support to reinforce their teaching skills in the reading area. It was also recommended to replicate this study and to carry out more systematic research studies in the reading comprehension area. |
