READING AND APPRECIATING LITERATURE: LITERARY COMPREHENSION OF GRADE 3 LEARNERS IN AMBAGUIO DISTRICT

Literature significantly contributes to the development of children's language skills, creativity, critical thinking, and global awareness. This research evaluated the literary comprehension and appreciation of Grade 3 students in the Ambaguio District from their teachers' perspectives. It specifically explored the demographic characteristics of the participants, the motivation of teachers, instructional methods, students' literary comprehension and appreciation, challenges faced in teaching literature, and the enhancement strategies employed by teachers. A descriptive survey research design was utilized, involving 35 Grade 3 teachers selected through complete enumeration for the School Year 2025–2026. Data collection was conducted using a validated structured questionnaire, and analysis was performed using frequency, percentage, weighted mean, and standard deviation. The results indicated that the majority of respondents were young female teachers who frequently engaged with literary materials. Teachers showed a high level of motivation and effective instructional practices in literature teaching. Grade 3 students demonstrated satisfactory literary comprehension and effective literary appreciation, suggesting they had a good grasp of literary texts and actively participated in appreciation activities. The challenges in teaching literature were generally considered slightly serious, with the most common issues being students' lack of interest, limited reading time, and vocabulary challenges. Teachers addressed these issues through effective enhancement strategies, particularly by engaging students with interactive activities, games, cooperative learning, and innovative teaching methods. The study concludes that literature instruction in the Ambaguio District is effectively carried out, providing a supportive environment for developing students' literary comprehension and appreciation. It recommends ongoing professional development, enhanced collaboration between schools and homes, and the provision of diverse literary resources to further improve literature instruction and students' literacy outcomes.