Abstract
This study examined the effect of Reading Comprehension Pedagogy (RCP) on the reading comprehension performance of Grade 6 pupils and explored how structured comprehension strategies influence pupils’ reflections and engagement in the reading process. A descriptive quantitative research design was employed involving thirty-five (35) Grade 6 pupils from Ternate Central Elementary School selected through purposive sampling. Reading passages and comprehension tests adapted from the 2018 Philippine Informal Reading Inventory (Phil-IRI) were used as the primary instruments. The intervention followed sequential RCP strategies, including reading the text, rereading, activating prior knowledge, using context clues, and applying word attack strategies. Data were analyzed using mean and standard deviation. The findings showed a gradual improvement in pupils’ reading comprehension levels as RCP strategies were implemented. Most pupils progressed from instructional to independent comprehension levels. Pupils’ reflections also indicated increased awareness of effective reading strategies and greater engagement in reading tasks. The study demonstrates that Reading Comprehension Pedagogy (RCP) is effective in improving the reading comprehension performance of Grade 6 pupils. The structured and sequential implementation of reading strategies can strengthen comprehension skills and support the development of independent readers in English classrooms.
Keywords: Reading comprehension pedagogy, reading comprehension, Phil-IRI, Grade 6 learners, ENGLISH instruction