Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 44 no. 4 (2025)

Interactive Activities: A Strategy in Improving Reading Comprehension among Grade 4 Learners

Jonalita Pagute | Ronillo Apas Sr

Discipline: Education

 

Abstract:

Reading comprehension is an essential skill for academic achievement and lifelong learning, yet challenges persist among primary-level learners in the Philippines, particularly in the remote barangays of Manticao, Misamis Oriental. This study investigated the impact of interactive reading activities on developing reading comprehension skills among Grade 4 learners at Mahayahay Integrated School. The research focused on interactive methods such as story sequencing, drama role-playing, and questioning strategies to enhance student engagement and comprehension. The study is grounded in three theoretical frameworks: Interactive Reading Theory, Constructivist Learning Theory, and Social Learning Theory, all of which emphasize active engagement, collaboration, and meaningful learning experiences. By applying these theories, the research examined how interactive reading activities influence the reading proficiency of learners, specifically focusing on pretest and posttest scores using the Phil-IRI assessment tool. Findings revealed a significant improvement in reading comprehension scores following the intervention. The majority of students progressed from the Frustration Level to the Instructional Level, indicating the effectiveness of story sequencing in enhancing reading skills. These results underscore the importance of incorporating interactive and engaging reading activities into the curriculum to improve reading comprehension and foster a love of reading among primary-level learners.This study highlighted the potential of interactive reading methods in improving literacy and provides actionable insights for educators, administrators, and policymakers in the Manticao District and beyond.



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