2026 IJRSE – Volume 15 Issue 13
Available Online: 30 May 2026
Author/s:
Gadia, Gelline
Osias Educational Foundation, Inc., Philippines (gelline.gadia@deped.gov.ph)
Abstract:
This study aimed to enhance the reading comprehension skills of Key Stage 2 learners through the use of interactive reading activities at Parioc Elementary School, Candon City, Division of Ilocos Sur, during the School Year 2025–2026. Specifically, it examined the profile of teachers in terms of age, sex, civil status, educational attainment, and relevant training; the adequacy of learning materials; the level of utilization of teaching methods, techniques, and strategies in reading; and the level of learners’ reading comprehension. The descriptive research design was utilized in the study. Teacher-respondents were evaluated based on their teaching approaches, instructional materials, and reading strategies, while learners’ comprehension levels were measured through story comprehension tests. Frequency count, percentage, and weighted mean were used in analyzing the data. Findings revealed that the majority of teachers were female and married, with most pursuing graduate studies. All teachers participated in school, district, and division trainings, although only a few attended regional and national trainings. Learning materials such as flash cards, pamphlets, books, and modules were found to be highly adequate, while reading activity sheets were only moderately adequate. Teachers highly utilized learner-centered and interactive approaches, particularly Discovery, Inquiry, and Hands-on Approaches, along with techniques such as Bridging, Contextualization, Assisted Reading, and Recitation. Moreover, teachers consistently applied reading strategies that promoted comprehension enhancement and learner engagement. The study further revealed that many learners demonstrated moderate to low levels of reading comprehension, indicating the need for targeted reading interventions and improved instructional support. Based on the findings, the study recommends strengthening teacher professional development, enhancing instructional materials, diversifying teaching methods and techniques, and implementing remedial reading programs to improve learners’ comprehension skills. However, the results showed that learners’ reading comprehension levels in Grades 4, 5, and 6 were generally at a moderate level, with only a few demonstrating high comprehension skills and some experiencing difficulties in understanding texts. Based on the findings, the study concluded that while teaching practices and materials are generally effective, there is still a need for enhanced instructional support. Thus, the development and implementation of interactive reading activities are recommended to improve the reading comprehension of learners.
Keywords: reading comprehension, learning materials, teaching strategies, reading instruction, learner-centered approaches
DOI: https://doi.org/10.5861/ijrse.2026.26237
Cite this article:
Gadia, G. (2026). Enhancing reading comprehension skills of key stage 2 learners through interactive reading activities. International Journal of Research Studies in Education, 15(13), 271-296. https://doi.org/10.5861/ijrse.2026.26237