Hilda C. Garbin (Author)
Abstract
This research aimed to enhance the reading comprehension of Grades 7 to 9 students by employing the 4R strategy. Thirty-four students from this grade range, all reading below the frustration level, participated in the study. The 4R strategy—Reading, Retelling, Reacting, and Reflecting—was implemented, and data were collected through a standardized reading comprehension test. The primary goal of this action research was to determine whether the 4R strategy could effectively improve students’ comprehension skills. The research introduced a targeted and student-centered strategy designed to support struggling readers. The 4Rs approach emphasizes both cognitive and emotional engagement with texts, encouraging learners not only to decode but also to connect personally with what they read. By blending traditional reading techniques with opportunities for self-expression and reflection, the approach addressed both technical comprehension skills and critical thinking development. To assess the effectiveness of the intervention, Mean and Standard Deviation were used to analyze comprehension levels before and after the study, providing a clear picture of score distribution. A Paired Sample T-test was conducted to identify significant differences between pre-test and post-test results. Beyond these core methods, the research also explored the integration of interactive and creative strategies, such as guided reading groups, reading journals, peer feedback, and the use of multimedia materials. These elements not only increased engagement but also made the reading experience more relatable and enjoyable for students. The findings revealed notable improvements in the reading comprehension abilities of the participants after the application of the 4R strategy. This suggests that combining structured reading practices with reflective and interactive components leads to more meaningful learning outcomes. Based on these results, the study recommends further enhancement of the program by introducing individualized reading plans, teacher mentoring sessions, and greater community involvement through literacy events. Incorporating technology-based reading platforms could further support students who require differentiated instruction. This research strongly affirms that the 4R strategy significantly enhances the reading comprehension skills of Grades 7 to 9 students. More importantly, it highlights the value of holistic, learner-centered approaches in promoting not only academic success but also a genuine love for reading—a foundation that will serve students well throughout their educational journey and beyond.
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Keywords: 4R strategy, Reading comprehension, Learner-centered approach