Enhancing Reading Comprehension in Grade 4 Pupils

Reading comprehension is a fundamental skill for elementary learners, especially Grade 4 pupils, and is crucial for overall academic success and lifelong learning. Many pupils struggle with comprehension due to limited vocabulary.

This study aimed to improve the reading comprehension of struggling Grade 4 readers in Catanauan I District by implementing a reading intervention program using pre-teaching vocabulary and repeated reading methods. A quantitative-qualitative research approach was used, involving 371 pupils and 18 teachers. The Philippine Informal Reading Inventory (Phil-IRI) assessment was utilized to evaluate pupils' reading profiles, and pre-test and post-test data were analyzed with descriptive statistics.

The study found a significant improvement in the reading comprehension skills of the pupils after the implementation of the intervention program. The findings suggest that pre-teaching vocabulary and repeated reading methods significantly enhance reading comprehension. These methods are recommended as an effective classroom-based best practice for teachers to improve literacy outcomes.