Reading comprehension is a fundamental skill that serves as the foundation for academic success and

lifelong learning. For developing readers—students who are still acquiring the necessary skills to read
fluently and understand texts effectively—comprehension remains a persistent challenge. Despite efforts
to improve literacy instruction, many learners continue to struggle with grasping meaning, making
inferences, and critically engaging with reading materials.
Traditional reading instruction often emphasizes rote learning, silent reading, or simple question-and-
answer drills. While these methods have their merits, they may not fully address the needs of learners
who require more dynamic and engaging strategies. The evolving landscape of education calls for
innovative classroom practices that make reading both enjoyable and meaningful. Research suggests that
novel activities—such as storytelling, games, interactive reading sessions, digital tools, and visual aids—
can capture learners’ interest and enhance their cognitive engagement with texts.

Reading comprehension is a fundamental aspect of literacy that supports students’ academic

success across all subject areas. For developing readers—students who are still acquiring
decoding skills, fluency, and comprehension strategies—there is a growing need for engaging
and innovative classroom practices. Studies show that novel classroom activities can
significantly enhance learners' comprehension by making reading more interactive, meaningful,
and enjoyable.

Guthrie, Wigfield, and You (2012) emphasized that interactive and student-centered instruction
fosters higher engagement and comprehension. Their study highlights that strategies such as
collaborative learning, questioning, and project-based activities enhance students’ motivation to
read and deepen their understanding of texts. This is aligned with Schraw, Flowerday, and
Lehman’s (2001) findings that novelty in classroom instruction increases situational interest,
which leads to improved academic performance, particularly in reading.

Storytelling has been recognized as a powerful tool in developing reading comprehension.

According to Isbell et al. (2004), storytelling activities improve children's understanding of story
structure, sequencing, and vocabulary. Their research showed that learners exposed to
storytelling were more expressive and showed greater comprehension in retelling stories
compared to those who experienced traditional reading sessions. Similarly, Keehn (2003) found
that reader’s theater and role-playing not only enhance oral fluency but also help learners engage
with the text more meaningfully by assuming the roles of characters and exploring their motives.

Visual strategies, such as graphic organizers, have also been effective in supporting
comprehension. Kim, Vaughn, Wanzek, and Wei (2004) synthesized studies showing that visual
tools like concept maps and story webs help students process and organize information,
particularly those with learning difficulties. These strategies allow learners to break down
complex texts into manageable components, aiding in understanding and retention.

The integration of technology in reading instruction has likewise proven beneficial. Cheung and
Slavin (2013), in their meta-analysis, concluded that educational technology applications—when
effectively implemented—can significantly improve reading achievement in K–12 classrooms.
Digital games, e-books with interactive features, and literacy apps promote sustained attention
and personalized learning, especially among struggling readers.
Finally, Reutzel and Cooter (2012) emphasized the importance of teacher readiness in using
innovative reading strategies. While many teachers express positive perceptions of novel
activities, they also report challenges such as limited resources, lack of training, and time
constraints. Hence, professional development and institutional support are crucial in promoting
the consistent use of comprehension advancement strategies.

In summary, the reviewed literature provides strong evidence that novel classroom activities—
such as storytelling, role-play, visual aids, and educational technology—can significantly
enhance the reading comprehension of developing readers. These findings support the rationale
for exploring innovative approaches in reading instruction, especially in classrooms where
traditional methods may not fully meet the learners’ needs.

However, there is a noticeable gap in the practical integration of such strategies in the classroom,
particularly in settings where teachers may have limited resources or training. As a result, many
developing readers are left behind, unable to reach their full comprehension potential.

Early reading literacy serves as a crucial foundation for academic success and lifelong learning.
However, recent assessment data highlight the need for intensified reading interventions among
Grade 3 students. According to the latest Comprehensive Rapid Literacy Assessment (CRLA),
34% of students fall under the Moderate Refresher category, signaling the necessity for targeted
support in developing foundational reading skills. While no students were classified as Full
Refreshers, the data underscore the importance of structured literacy programs to address
existing gaps and enhance reading proficiency.

This study seeks to address this gap by exploring a comprehension advancement strategy that utilizes
novel classroom activities tailored for developing readers. It aims to investigate how these strategies can
be implemented effectively and what impact they may have on learners' reading comprehension skills.

Statement of the Problem

Th main purpose of this study is to to examine the effectiveness of novel classroom activities as a
comprehension advancement strategy for developing readers. Furthermore, this seek to answer the
following questions:
1. What is the reading comprehension level of the participants before the intervention?
2. What is the reading comprehension level of the participants after the intervention?
3. Is there a significant difference on the reading comprehension level of the participants before and
after the intervention?

Research Design
This study will be using Quasi-Experimental Design (Pre-test and Post-test Design) This design allows
the researcher to measure the effectiveness of the intervention (novel classroom activities) on the reading
comprehension of developing readers. One group of students will receive the intervention, and their
performance will be compared before and after the implementation. Additionally, a qualitative-descriptive
component (e.g., teacher interviews or focus group discussions) may be used to explore teacher
perceptions and experiences, making the study a mixed-methods research.

Participants of the Study

Participants of the study will be the grade 2 and 3 learners of Nabulao Elementary School – Buyog annex,
school year 2025-2-2026.

REFERENCES

Cheung, A. C. K., & Slavin, R. E. (2013). The effectiveness of educational technology

applications for enhancing reading achievement in K-12 classrooms: A meta-analysis.
Educational Research Review, 9, 88–113. https://doi.org/10.1016/j.edurev.2013.01.002

Guthrie, J. T., Wigfield, A., & You, W. (2012). Instructional contexts for engagement and
achievement in reading. In S. J. Samuels & A. E. Farstrup (Eds.), What Research Has to Say
About Reading Instruction (4th ed., pp. 27–51). International Reading Association.

Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The effects of storytelling and story
reading on the oral language complexity and story comprehension of young children. Early
Childhood Education Journal, 32(3), 157–163. https://doi.org/10.1007/s10643-004-0359-1

Keehn, S. (2003). The effect of instruction and practice through readers theatre on young readers'
oral reading fluency. Reading Research and Instruction, 42(4), 40–61.
https://doi.org/10.1080/19388070309558395

Kim, A. H., Vaughn, S., Wanzek, J., & Wei, S. (2004). Graphic organizers and their effects on
the reading comprehension of students with LD: A synthesis of research. Journal of Learning
Disabilities, 37(2), 105–118. https://doi.org/10.1177/00222194040370020301

Reutzel, D. R., & Cooter, R. B. (2012). Strategies for Reading Assessment and Instruction:
Helping Every Child Succeed (4th ed.). Pearson Education.

Schraw, G., Flowerday, T., & Lehman, S. (2001). Increasing situational interest in the classroom.
Educational Psychology Review, 13(3), 211–224. https://doi.org/10.1023/A:101661970518