IEFInternational Education Forum3083-49022981-8605Bio-Byword Scientific Publishing Pty. Ltd.10.26689/ief.v3i5.10695ArticleEnhancing the Comprehension Level of Key Stage 2 Learners Through Multimodal Reading Strategies in Calatagan Sub-officehttps://artdesignp.com/journal/IEF/3/5/10.26689/ief.v3i5.10695Gaa, LPTJanice D.2025352025-06-05This study examines the reading comprehension level of Key Stage 2 learners using multimodal reading strategies in Calatagan Sub-office. The study involved 77 reading teachers from 21 public elementary schools. A descriptive research method was used to examine the relationship between the extent of multimodal strategy use, learners’ comprehension levels, and challenges faced by teachers. Data was analyzed using statistical tools such as mean, standard deviation, frequency, percentage, and correlation tests. Findings of the study suggest that all multimodal reading strategies were widely used. Visual Worksheets and Audio-Visual Input received the highest ratings. Other strategies, including Modeling and Guided Practice, Reflective Discussion, Play-based Learning, and Questioning Technique, also had strong ratings. Read Aloud was slightly lower but still effective. On the other hand, this study highlights that the reading comprehension levels of learners significantly improved after employing these strategies based on the result of the Philippine Informal Reading Inventory (Phil-IRI) SY 2023–2024. The pre-test revealed few independent readers, more at the instructional level, many at the frustration level, and some are nonreaders. After implementation, the post-test showed significant progress with an increased number of independent and instructional readers, while a decrease in frustrated readers, and very few remaining as nonreaders. The higher utilization of these strategies correlates with better comprehension outcomes for learners. Furthermore, this study identified the challenges met by teachers in the implementation of multimodal reading strategies. These include learner distractions, limited parental support, and difficulty in crafting effective assessments. Given the alarming reading comprehension levels, an action plan was proposed to enhance multimodal strategy use, improve comprehension, facilitate interactive instruction, engage parents, and evaluate progress. Collaboration among teachers, parents, and schools is essential for success.

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