World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue I (January 2026), pp,563-574
Ruth C. Nepomuceno
Master Teacher II
Tonga Elementary School
Embedded Files
Introduction
Reading comprehension is a fundamental literacy skill that enables learners to construct meaning from written texts and supports academic achievement across all subject areas. It involves complex cognitive processes such as decoding, vocabulary knowledge, inferencing, and critical thinking (Cain & Oakhill, 2015)1. Learners who fail to develop adequate reading comprehension skills in the early grades are more likely to experience persistent academic difficulties as they progress through school (Snow, 2016)2. For this reason, strengthening reading comprehension in the primary level, particularly in Grade 3, is considered a critical educational priority.
Globally, numerous studies have emphasized the importance of early reading intervention strategies in improving learners’ comprehension skills. According to Duke and Cartwright (2021)3, explicit and systematic reading instruction significantly enhances comprehension outcomes among elementary learners. Similarly, Connor et al. (2018)4 found that targeted interventions combining direct teaching and guided practice are especially effective for young readers who struggle with understanding texts. These findings highlight the necessity of implementing evidence-based reading strategies at the early grade levels.
In the Philippine educational context, reading proficiency remains a major concern. National and international assessment results have revealed low reading comprehension levels among Filipino learners, particularly in the primary grades (Department of Education [DepEd], 2019; Mullis et al., 2021)5-6. As a response, schools and teachers have adopted various reading intervention programs aimed at improving learners’ foundational literacy skills.
A systematic review by Dela Cruz and Lapinid (2022)7 reported that structured reading interventions implemented in Philippine public schools resulted in measurable gains in pupils’ comprehension performance.
https://doi.org/10.65494/pinagpalapublishing.112
Page updated
Google Sites
Report abuse