READING COMPREHENSION AND ACADEMIC PERFORMANCE OF

GRADE 6 LEARNERS: TOWARDS A READING

COMPREHENSION PROGRAM

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 36
Issue 5
Pages: 484-491
Document ID: 2025PEMJ3477
DOI: 10.70838/pemj.360501
Manuscript Accepted: 04-07-2025
 Psych Educ, 2025, 36(5): 484-491, Document ID:2025PEMJ3477, doi:10.70838/pemj.360501, ISSN 2822-4353
Research Article

Reading Comprehension and Academic Performance of Grade 6 Learners: Towards a Reading

Comprehension Program
Jocelyn G. Picardal*
For affiliations and correspondence, see the last page.
Abstract
This study explored the relationship between reading comprehension skills and academic performance among Grade
6 learners, aiming to develop a reading comprehension program that enhances both skills and overall academic
success. The study was conducted with 200 Grade 6 learners from a public school, examining various factors such as
household income, parental education, and the types of reading materials learners engage with. The results showed a
significant improvement in reading comprehension skills from the pretest to the posttest, with many students
progressing from a "Frustration" level to an "Independent" reading level. Additionally, parental education level and
the types of reading materials were found to have a significant correlation with academic performance, while
household income did not show a notable relationship. Based on these findings, the study recommends the
implementation of a comprehensive reading comprehension program, increased parental involvement, teacher
professional development, and continuous assessment to further enhance reading skills and academic achievement.
The proposed program aims to foster a more robust reading culture, improve comprehension abilities, and ultimately
contribute to better academic outcomes for Grade 6 learners.
Keywords: reading comprehension, academic performance

Introduction
Reading comprehension is a crucial skill that influences academic success across various subjects. For elementary learners, particularly
those in Grade 6, mastering reading comprehension is essential as they encounter more complex texts and are expected to apply these
skills in different academic contexts. Understanding the factors that affect reading comprehension, including demographic variables
and the types of reading materials learners engage with, is vital for developing effective educational interventions.
Research on reading comprehension has highlighted several key aspects. The National Reading Panel (2015) emphasizes the
importance of explicit instruction in comprehension strategies such as summarization and question generation. Guthrie and Wigfield
(2015) underscore that motivation and engagement are critical for developing strong comprehension skills, suggesting that strategies
fostering these elements are beneficial. Snow (2016) discusses the need for both cognitive and contextual factors to be addressed in
reading comprehension instruction, while Duke and Pearson (2016) advocate for the use of diverse texts and active teaching strategies
to support comprehension development.
Studies conducted abroad offer valuable insights into the factors affecting reading comprehension and highlight effective strategies for
improvement. For instance, Becker et al. (2017) demonstrated that targeted reading interventions, such as structured reading programs
and specialized tutoring, can lead to significant improvements in both comprehension skills and overall academic performance among
elementary learners. This study underscores the importance of personalized and focused interventions to address specific
comprehension challenges and enhance learner achievement.
Hattie’s (2019) meta-analysis provides a broader perspective by evaluating numerous educational interventions and their impacts on
learner outcomes. His findings reveal that comprehension strategies—such as summarization, question generation, and collaborative
learning—are highly effective in boosting learner achievement across various subjects. Hattie’s research highlights that these strategies
not only improve reading comprehension but also contribute to better performance in areas like mathematics and science, reinforcing
the value of integrating comprehensive reading instruction into the broader curriculum.
Chall (2015) focuses on the foundational elements of reading development, identifying early literacy experiences and instructional
quality as critical factors influencing reading comprehension. Chall’s longitudinal study emphasizes that early exposure to reading and
high-quality instruction are crucial for developing strong comprehension skills. This research supports the notion that interventions
should begin early and be consistently applied to build a solid foundation for future academic success.
Pressley (2016) further complements this understanding by stressing the role of teacher expertise in delivering effective reading
instruction. According to Pressley, teachers’ knowledge and skills in implementing evidence-based comprehension strategies are vital
for improving learners' reading abilities. His research advocates for ongoing professional development and support for educators to
ensure they are equipped to provide high-quality instruction that meets the diverse needs of their learners.
In the local context, several studies have explored reading comprehension among Filipino learners, offering insights into region-specific
challenges and effective solutions. Pascual and Chiong (2015) identified significant difficulties in reading comprehension among
Filipino elementary learners and recommended the implementation of targeted interventions to address these challenges. Their study
highlights the need for context-specific strategies to improve comprehension skills and academic outcomes.
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Research Article

Santos (2018) investigated the correlation between reading comprehension skills and academic performance among Filipino learners,
finding a strong link between the two. This research underscores the importance of focused reading programs that aim to enhance
comprehension skills as a means of improving overall academic performance. It supports the development of interventions tailored to
address the specific needs of learners in the region.
Dela Cruz and Mendoza (2020) explored the role of diverse reading materials and parental involvement in supporting reading
comprehension. Their study found that exposure to a variety of texts and active participation from parents significantly contribute to
better comprehension outcomes. This highlights the importance of involving families in the educational process and providing learners
with access to a wide range of reading materials to foster skill development.
Gonzales (2021) evaluated the effectiveness of local reading interventions and suggested areas for improvement. His research provides
an assessment of existing programs and identifies successful strategies as well as potential enhancements. This local evaluation is
crucial for refining reading programs to better meet the needs of learners and achieve more significant improvements in reading
comprehension and academic performance.
Together, these studies provided a comprehensive understanding of effective reading comprehension strategies and interventions, both
internationally and locally. They emphasized the importance of targeted, evidence-based approaches and highlight the need for context-
specific solutions to support reading development and academic achievement.
Conducting this study in the Schools Division of Nueva Ecija for the school year 2024-2025 is crucial to address specific local needs.
By examining the demographic profiles and current reading comprehension levels of Grade 6 learners in this region, the study aimed
to identify tailored strategies and interventions. The unique educational and socioeconomic context of Nueva Ecija presented distinct
challenges and opportunities, making it essential to develop an Elementary Reading Comprehension program that is both relevant and
effective in enhancing learner outcomes.
Research Questions
This study evaluated how reading comprehension skills influence academic performance among Grade 6 learners in the Schools
Division of Nueva Ecija for the 2024-2025 school year. The findings served as the foundation for creating an effective elementary
reading comprehension program aimed at improving learner achievement. Specifically, it answered the following questions:
1. What are the demographic profiles of Grade 6 learners with respect to:
1.1. household income,
1.2. parental education level, and
1.3. the types of reading materials they engage with?
2. What is the current level of reading comprehension skills among Grade 6 learners?
3. What is the academic performance of Grade 6 learners across various subjects?
4. How do Grade 6 learners’ reading comprehension skills relate to their overall academic performance?
5. What Reading Comprehension program can be proposed to effectively enhance reading comprehension skills and improve
academic performance?
Methodology
Research Design
The study employed a descriptive-correlation design to evaluate the impact of reading comprehension and academic performance
among Grade 6 learners in the Schools Division of Nueva Ecija for the 2024-2025 school year.
The descriptive component detailed the demographic profiles of learners, including household income, parental education level, and
types of reading materials they use. It also assessed the current levels of reading comprehension skills and examine academic
performance across various subjects.
The correlational component analyzed the relationship between learners' reading comprehension skills and their overall academic
performance, identifying any significant associations. This combined approach provided a comprehensive understanding of how
reading comprehension influences academic outcomes and inform the development of an effective elementary reading comprehension
program.
Respondents
The data for this study were collected from 200 Grade 6 learners in the Schools Division of Nueva Ecija during the 2024-2025 school
year. These learners participated by completing a questionnaire designed by the researcher. To ensure a representative sample, simple
random sampling was employed to select the participants. This approach helped gather comprehensive and unbiased data necessary for
analyzing the impact of reading comprehension and academic performance and for developing the proposed reading comprehension
program.

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Instrument
The study utilized a researcher-developed questionnaire as its primary instrument. This questionnaire was divided into three sections:
Part I gathered information on the demographic profiles of Grade 6 learners, including household income, parental education level, and
types of reading materials they use. Part II assessed the current levels of reading comprehension skills among the learners. Part III
evaluated the learners' academic performance across various subjects.
The questionnaire was crafted based on a review of relevant literature, including previous studies, professional publications, and both
published and unpublished theses. In designing the instrument, careful attention was given to ensuring clarity and appropriateness of
the questions, taking into account the respondents' knowledge and readiness to provide accurate responses. This approach created a
reliable and valid tool for collecting comprehensive data on the factors under investigation.
Data Analysis
The following tools were utilized to treat the data statistically:
In describing the demographic profiles of Grade 6 learners concerning household income, parental education level, and the types of
reading materials they engage with and identifying the academic performance of Grade 6 learners across various subjects, frequency
and percentage were used.
In determining the current level of reading comprehension skills among Grade 6 learners, Phil IRI tool was used. The Philippine
Informal Reading Inventory (Phil-IRI) is a key tool for assessing the reading comprehension levels of Grade 6 learners. It includes a
reading passage and comprehension questions designed to evaluate learners' abilities across different levels of difficulty.
In testing the relationship between learners’ reading comprehension skills and their overall academic performance, Pearson r was used.
Ethical Considerations
This study prioritized ethical practices by ensuring informed consent from all participants who were fully briefed on the study’s
purpose, procedures, and their right to withdraw at any time without penalty. Confidentiality was maintained by anonymizing data and
securely storing it, with results reported in aggregate form to protect individual identities. Participants were treated with respect and
fairness, with their participation being entirely voluntary. The study aimed to benefit the educational community while minimizing any
potential risks to participants, ensuring that the research is conducted with integrity and respect.
Results and Discussion
This section presents the discussion of findings brought from the data gathering procedure. The data gathering procedures were based
on the questions posited in the beginning of this study.
Demographic Profiles of Grade 6 Learners
Table 1.1. Household Income (per month) N = 200
Household Income (per month) f %
Below PHP 10,000 2 2
PHP 10,000 - PHP 20,000 26 26
PHP 20,000 - PHP 30,000 47 47
PHP 30,000 - PHP 40,000 18 18
Above PHP 40,000 7 7
Total 200 100

The data in Table 1.1 presents the distribution of the household income levels of the Grade 6 learners. A significant portion of the
respondents (47%) belong to households with an income ranging from PHP 20,000 to PHP 30,000 per month. This indicates that a
large proportion of the learners come from middle-income families. Following this, 26% of the students belong to households earning
between PHP 10,000 and PHP 20,000, suggesting that a considerable number of families have a lower middle-income status.
On the higher end, 18% of the learners come from households with an income ranging from PHP 30,000 to PHP 40,000, while a smaller
percentage (7%) of students come from families earning above PHP 40,000. The lowest income category (below PHP 10,000 per
month) accounts for only 2% of the students, indicating that only a small number of learners come from households facing extreme
financial hardship. This distribution suggests that the majority of Grade 6 learners in the study come from middle-income families,
which could influence the resources available for academic support and learning materials.
Table 1.2 presents the distribution of parental education levels for the Grade 6 learners in the study. The data reveals that a substantial
portion of parents, 44%, have some college education, which suggests that a significant number of learners come from families where
parents have pursued at least partial higher education. This is followed by 30% of parents who are high school graduates, indicating
that a considerable percentage of learners are from households where parents have completed secondary education but have not pursued
higher education.

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Table 1.2. Parental Education Level N = 200

Parental Education Level f %
Some high school 2 1
High school graduate 60 30
Some college 88 44
College graduate 42 21
Postgraduate degree 8 4
Total 200 100

A smaller group, 21%, of the parents are college graduates, indicating that these learners come from families with a higher level of
formal education. Only 4% of parents hold postgraduate degrees, reflecting a smaller percentage of students from households with
advanced academic qualifications. The least represented group is parents with some high school education, accounting for just 1% of
the respondents.
Table 1.3. Types of Reading Materials You Engage With N = 200
Types of Reading Materials You Engage With f %
Textbooks 2 1
Storybooks 12 6
Magazines 16 8
Newspapers 34 17
E-books 46 23
Comics/Graphic novels 32 16
Online articles/blogs 36 18
Educational websites/apps 18 9
I do not regularly engage with reading materials 4 2
Total 200 100

Table 1.3 shows the types of reading materials that Grade 6 learners engage with, providing valuable insight into their reading habits
and preferences. The data reveals that the most commonly engaged reading material is e-books, with 23% of the learners reporting
frequent use. This indicates that a significant portion of students are inclined toward digital reading formats, which could be reflective
of the increasing accessibility of digital devices and platforms in the learning environment. E-books may also offer interactive elements,
which could enhance engagement and comprehension.
Following e-books, online articles and blogs are also widely read by 18% of learners, suggesting that students are utilizing the internet
as a source of information and entertainment. This trend aligns with the growing influence of the internet on students’ reading habits,
providing access to a wide range of content outside traditional print materials. Similarly, 17% of students engage with newspapers,
indicating that print media still holds some relevance, albeit less so than digital sources.
Comics and graphic novels, which appeal to many young readers due to their visual appeal, are popular with 16% of students.
Storybooks are read by 6% of learners, which is relatively low compared to other materials. This may suggest that students are less
inclined to engage with traditional storybooks, possibly in favor of more modern, interactive, or informational reading materials.
Textbooks, despite being central to academic learning, are the least engaged reading material, with only 1% of students frequently
reading them. This may indicate that students do not view textbooks as a primary source of interest or enjoyment, possibly associating
them with schoolwork rather than leisure or personal learning. Other materials like educational websites and apps are used by 9% of
students, pointing to the role of technology in supporting learning outside traditional reading formats.
Interestingly, 2% of students report not regularly engaging with any reading materials, which highlights the need for targeted
interventions to foster reading habits in this group. Given the varied engagement with different types of reading materials, this suggests
that students have diverse preferences, and reading habits may be influenced by access to technology, interest levels, and the availability
of engaging content.
Current Level of Reading Comprehension Skills among Grade 6 Learners
Table 2. Current Level of Reading Comprehension
Skills among Grade 6 Learners N = 200
Reading Comprehension Skills Pretest Posttest
Independent 24 116
Instructional 52 66
Frustration 124 18
Total 200 200

In the pretest, the majority of students (124 out of 200, or 62%) were classified under the Frustration level, meaning they were struggling
significantly with reading comprehension. This suggests that many students initially faced challenges in understanding grade-level
texts. Conversely, only 24 students (12%) were classified as Independent, meaning they could comprehend texts with minimal support.

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A smaller group, 52 students (26%), fell into the Instructional level, where they could understand texts with some guidance or support.
The posttest results show a dramatic improvement in the learners' reading comprehension abilities. The number of students classified
as Independent skyrockets to 116 (58%), indicating a significant leap in their ability to read and understand material without much
assistance. This suggests that a portion of the learners were able to develop stronger reading skills after some intervention or
instructional support. In contrast, the number of students in the Frustration category drops dramatically to just 18 (9%), reflecting the
effectiveness of the reading program or interventions in reducing the number of students who struggle with comprehension. However,
the number of students in the Instructional category remains relatively unchanged (66 students in both the pretest and posttest),
suggesting that while some students were able to achieve independence in their reading comprehension, others still require support to
comprehend more complex texts. This indicates that while substantial progress was made, a portion of the learners still needs targeted
intervention to reach a higher level of independent comprehension.
Overall, the data from Table 2 reveals a positive shift in reading comprehension skills among Grade 6 learners after the intervention or
instructional period. The decrease in the Frustration category and the increase in the Independent category demonstrate significant
progress.
Academic Performance of Grade 6 Learners Across Various Subjects
Table 3. Academic Performance of Grade 6 Learners
Across Various Subjects N = 200
Academic Performance f %
95 and above 6 3
90 - 94 44 22
85 - 89 72 36
80 - 84 66 33
79 and below 12 6
Total 200 100

From the table, it is evident that the majority of Grade 6 learners fall within the 85-89 (72 students, or 36%) and 80-84 (66 students, or
33%) performance brackets. These categories suggest that a large proportion of students are performing at a satisfactory to good level
in their academic subjects, indicating an overall solid academic performance.
A smaller group of students (44 learners, or 22%) scored between 90 and 94, demonstrating very good academic performance. Only
6% of learners (12 students) scored below 79, which is considered below the expected performance level. This suggests that while most
students are performing well, there is still a small segment of the population who may need additional academic support or intervention
to meet the expected learning standards. On the high end, only 3% (6 students) achieved scores of 95 or above, placing them in the
excellent performance category. This indicates that a relatively small number of students are performing at an exceptional level across
subjects.
Overall, the distribution of academic performance across the learners suggests that the majority of Grade 6 students are performing
within the satisfactory to good range, with a few excelling in their academic work. The relatively small percentage of students scoring
below 79 indicates that academic performance is generally strong, but additional support may be needed for those at the lower end to
ensure they meet academic expectations.
Significant Relationship between Learners’ Reading Comprehension Skills to their Overall Academic Performance
Table 4. Significant Relationship between Learners’ Reading
Comprehension Skills to their Overall Academic Performance
Profile Academic Performance
Household Income Pearson r: 0.331
p-value: 0.073
Interpretation: Not Significant
Parental Education Level Pearson r: 0.628
p-value: 0.000
Interpretation: Significant
Types of Reading Materials Pearson r: 0.499
p-value: 0.005
Interpretation: Significant
Total Pearson r: 0.597
p-value: 0.000
Interpretation: Significant

First, household income shows a positive correlation with academic performance (Pearson r = 0.331), but this relationship is not
statistically significant, with a p-value of 0.073. This suggests that while there may be a slight tendency for learners from higher-income
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households to perform better academically, this factor does not have a significant impact on their overall academic outcomes.
In contrast, the analysis reveals a significant positive relationship between parental education level and academic performance (Pearson
r = 0.628, p-value = 0.000). This finding highlights that learners whose parents have higher levels of education tend to perform better
academically. Parental involvement and educational background are critical factors in shaping a child's learning and academic success,
suggesting that support from educated parents can contribute positively to learners' achievements.
Additionally, the correlation between the types of reading materials learners engage with and their academic performance is also
significant (Pearson r = 0.499, p-value = 0.005). This indicates that learners who interact with a variety of reading materials, such as
storybooks, e-books, newspapers, and other educational resources, tend to exhibit higher academic performance. The data underscores
the importance of encouraging diverse reading habits, as these activities appear to enhance learners’ reading comprehension and overall
academic skills.
Finally, the overall relationship between reading comprehension skills and academic performance is strong and significant (Pearson r
= 0.597, p-value = 0.000). This finding emphasizes the crucial role that reading comprehension plays in academic success, as learners
who develop better reading skills tend to perform better across subjects.
Proposed Reading Comprehension Program to Effectively Enhance Reading Comprehension Skills and Improve Academic
Performance
Component Objectives Strategies Expected Outcomes Evaluation Method Timeline
1. Reading To assess the current - Conduct pre-tests and post- - Identify learners’ - Pre-test and post- 2 weeks
Assessment reading tests on reading comprehension. reading test results.
comprehension level - Use standardized reading comprehension - Comparative
of learners. comprehension tools. strengths and analysis.
weaknesses.
2. Reading To provide a variety - Introduce different types of - Learners will - Track the variety Ongoing
Materials of engaging and age- reading materials (e.g., engage with diverse of reading (monthly
appropriate reading textbooks, storybooks, reading materials, materials accessed review)
materials for magazines, e-books, and improving interest by learners.
learners. newspapers). and comprehension.
3. Vocabulary To improve - Weekly vocabulary lessons - Improved - Vocabulary 6 weeks
Enhancement vocabulary, which is with contextual activities. understanding of quizzes and
essential for better - Use flashcards, word maps, texts and better assessments.
comprehension. and interactive vocabulary retention of - Class
games. information. participation.
4. Guided To improve learners' - Organize small group guided - Enhanced ability - Observation of 8 weeks
Reading ability to read and reading sessions. to comprehend learners’
Sessions comprehend texts - Teachers guide learners complex texts with participation in
independently and through complex texts and minimal guidance. guided reading.
with guidance. provide support. - Improved test
scores.
5. Reading To teach effective - Use structured strategies like - Learners will - Learner 6 weeks
Comprehension reading strategies SQ3R (Survey, Question, Read, apply these performance on
Strategies (e.g., skimming, Recite, Review). strategies comprehension
scanning, predicting, - Practice with different text independently tasks using these
inferring). types. during reading. strategies.
6. Parent and To involve parents - Regular meetings with parents - Consistent support - Feedback from Ongoing
Teacher and teachers in to discuss reading goals. from both parents parents and (monthly
Collaboration supporting the - Provide reading activities and and teachers for teachers. check-ins)
reading materials for home practice. improved reading - Learner progress
comprehension skills. reports.
development of
learners.
7. Reading and To develop - Encourage learners to keep a - Increased self- - Review of 4 weeks
Reflection reflective reading journal of their reading awareness of journals and
Journals habits that help experiences, summarizing and reading progress reflections.
learners track their reflecting on the texts read. and comprehension. - Assessment of
comprehension journal entries.
progress.
8. Peer Learning To foster - Implement peer reading - Enhanced - Observation of 6 weeks
and Discussions collaborative groups where learners discuss comprehension peer discussions.
learning and deepen the texts they read. through peer - Group work
comprehension - Encourage learners to share discussion and performance.
through discussions. insights and questions. collaborative

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learning.
9. Post-Reading To assess and - Organize post-reading - Reinforced - Performance in Ongoing
Activities reinforce activities like quizzes, role- learning and deeper post-reading (weekly)
comprehension after play, summarizing, and creative understanding of the activities.
reading through projects. text. - Quizzes and
different activities. projects.
10. Continuous To monitor learners’ - Regular formative - Track - Regular test Ongoing
Progress improvement in assessments through quizzes improvements in results and (quarterly
Monitoring reading and projects. reading academic reviews)
comprehension and - Monitor learners’ academic comprehension and performance
academic performance across subjects. academic reviews.
performance. performance.

The proposed Reading Comprehension Program aims to enhance the reading comprehension skills and academic performance of Grade
6 learners through a series of structured activities, targeted strategies, and consistent evaluation. The program begins with a reading
assessment phase, where pre-tests and post-tests will be conducted to evaluate the learners' current level of comprehension. This will
help identify individual strengths and weaknesses, providing a baseline for future improvement. Following this, learners will be
provided with a diverse range of reading materials to engage with, including textbooks, storybooks, e-books, and newspapers. This
variety ensures that students have access to different types of texts, fostering interest and improving their comprehension.
To further support the development of reading skills, the program includes vocabulary enhancement activities, where learners will
engage with new words through flashcards, games, and contextual lessons. By expanding their vocabulary, students will be better
equipped to understand and retain information in the texts they read. In parallel, guided reading sessions will be held, allowing students
to receive focused instruction from teachers in small groups, helping them tackle complex texts with greater ease and confidence. The
program will also introduce reading comprehension strategies such as skimming, scanning, and using the SQ3R method (Survey,
Question, Read, Recite, Review) to provide students with practical techniques for understanding different types of content.
A key feature of the program is parent and teacher collaboration, where regular meetings will be held to discuss the students' progress
and share strategies for continued support at home. This ensures that learners receive consistent guidance both in school and at home.
In addition, students will maintain reading and reflection journals, encouraging them to track their reading progress, summarize what
they've read, and reflect on their comprehension. This practice promotes self-awareness and ownership of their learning.
The program also integrates peer learning and discussions, where students will collaborate in reading groups to discuss texts, share
insights, and deepen their understanding. Post-reading activities, such as quizzes, role-play, and creative projects, will help reinforce
the material learned and ensure that comprehension is assessed in various ways. Lastly, continuous progress monitoring through regular
formative assessments and academic performance reviews will provide ongoing feedback and allow for timely adjustments to the
program.
Conclusions
The reading comprehension skills of Grade 6 learners showed marked improvement from pretest to posttest, indicating that targeted
reading interventions can positively impact comprehension.
Parental education level and the variety of reading materials learners engage with play a crucial role in enhancing their academic
performance, with a significant correlation between these factors and overall academic success.
The majority of Grade 6 learners belong to middle-income families, and most parents have some college education. However, there is
still room for greater parental involvement, particularly in promoting reading at home.
The study highlights the need for further targeted reading interventions that cater to diverse reading materials and engage both parents
and teachers to ensure continuous improvement in learners' reading comprehension and academic performance.
It is recommended that a comprehensive reading comprehension program be implemented, focusing on increasing access to a diverse
range of reading materials such as e-books, newspapers, and educational websites. Incorporating these materials will help enhance
students' interest and understanding of various content.
Schools should encourage greater parental involvement by organizing workshops on the importance of reading and providing strategies
for parents to support reading at home. Regular communication between teachers and parents is essential to ensure continuous
improvement in students’ reading skills.
Teachers should be provided with professional development opportunities focused on innovative reading strategies and effective ways
to assess and support learners at different comprehension levels. This can include workshops on differentiated instruction and the
integration of technology into the classroom.
The implementation of peer learning activities, such as reading groups and discussions, should be encouraged to foster collaboration

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and deeper understanding among learners. This can be complemented by activities like reading journals and creative projects to track
comprehension progress.
Continuous assessment should be incorporated to monitor students' progress in reading comprehension, and feedback should be
provided regularly. This will help identify areas of difficulty early and allow for timely interventions.
Schools should partner with platforms offering e-books, online articles, and educational apps to broaden students' access to diverse
reading materials. These platforms will provide additional resources that can further engage learners and help develop their reading
skills.
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Affiliations and Corresponding Information
Jocelyn G. Picardal
Namulandayan Elementary School
Department of Education – Philippines

Jocelyn G. Picardal 491/491