Interactive Reading Engagement and Comprehension Development among Grade 3 Learners
DOI:
https://doi.org/10.5281/zenodo.21423418Keywords:
comprehension development, Grade 3 learners, interactive reading, reading engagement, reading instruction, textual evidenceAbstract
This study investigated how interactive reading engagement contributed to the comprehension development of Grade 3 learners at Pilar Elementary School, City of Ilagan. A prospective repeated-measures prediction design was employed, with eligible learners included through criterion-based complete enumeration. Data were gathered using a validated interactive reading engagement observation rubric and parallel Grade 3 comprehension tests administered at baseline and endline. Median, interquartile range, Kendall’s tau-b, and median quantile regression with 5,000 bootstrap resamples were used to analyze the data. Results showed that overall engagement was developing toward consistent participation, although the use of textual evidence and explanation of interpretations remained weak. Median comprehension performance increased from 18.00 at baseline to 22.00 at endline, with gains evident in identifying details, sequencing, main idea, vocabulary, and cause-and-effect relationships. Inference and interpretation showed no median improvement. Interactive reading engagement was moderately associated with endline comprehension, τb = .46, p < .001, and remained a significant predictor after baseline comprehension was controlled, B = 2.36, 95% CI [1.19, 3.58], p < .001. The predictive model yielded a pseudo-R² of .44. The findings indicated that active participation in reading supported comprehension development, but higher-level meaning-making skills required more explicit guidance. Structured questioning, think-aloud modeling, small-group reading, and evidence-based responses were recommended to strengthen learners’ inferential and interpretive comprehension.
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