Improving the Reading Comprehension Skills of Grade 3 Learners Through Targeted Reading Intervention Activities

Abstract

This study examined the improvement in the reading comprehension skills of Grade 3 learners through targeted reading intervention activities within the Schools Division of Aurora. A one-group pretest-posttest quasi-experimental design was employed with 30 Grade 3 learners who required additional support in English reading comprehension. The intervention incorporated guided reading, vocabulary development, comprehension questioning, sequencing activities, explicit teacher modeling, and guided practice. Learners were assessed in five areas: identifying the main idea, identifying supporting details, sequencing information or events, understanding vocabulary in context, and making simple inferences. Results showed that the overall mean score increased from 46.80 (SD = 10.90) in the pretest to 62.30 (SD = 10.20) in the posttest. A paired-samples t test revealed a significant difference between pretest and posttest performance, t(29) = 8.12, p < .001, with a large effect size (d = 1.48). Improvements were observed across all five comprehension skills, indicating substantial progress during the intervention period. The findings highlight the value of structured and targeted reading activities in supporting Grade 3 learners who experience comprehension difficulties. The study contributes to Sustainable Development Goal 4 by supporting quality education and foundational literacy. Its sustainability impact lies in promoting adaptable, classroom-based reading interventions that can strengthen instructional practice and provide continuing literacy support for elementary learners.