Modified Shadow Reading Strategy on Grade 3 Learners' Reading Comprehension

Author

Sherlly Abella Santiago

Abstract

 This study examined the effectiveness of the Modified Shadow Reading Strategy in improving the reading comprehension of Grade 3 learners at North Hills Village Elementary School during School Year 2026–2027. It compared learners’ pretest, posttest, and retention test scores and determined whether significant differences existed among the assessment results. The study employed a quasi-experimental pretest–posttest design involving 88 learners. Reading comprehension was measured using a modified Comprehension Rapid Literacy Assessment (CRLA). The data were analyzed using mean, standard deviation, and paired-samples t-test. The results showed that the learners’ mean score increased from 25.91 in the pretest to 30.20 in the posttest, indicating an improvement in reading comprehension. The difference between the pretest and posttest scores was statistically significant. The retention test yielded a mean score of 30.80, which was also reported to be significantly different from the posttest scores, suggesting that the learners maintained their reading comprehension gains. Based on these findings, the study concluded that the Modified Shadow Reading Strategy improved learners’ reading comprehension and supported the retention of learning. The strategy may serve as a supplementary instructional approach for strengthening learners’ reading fluency, vocabulary, recall, and comprehension.

Keywords

Modified Shadow Reading Strategy, reading comprehension, Grade 3 learners, reading intervention, retention of learning, quasi-experimental design

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References

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