Abstract

Reading comprehension is a fundamental literacy competency that supports academic achievement, critical thinking, and meaningful learning among elementary learners. This study aimed to evaluate the potential effectiveness of Project READ (Reading Enhancement through Active and Contextualized Discovery) in improving reading comprehension skills among Grade 4 learners at Ammoweg Elementary School, Asipulo District, Schools Division of Ifugao. Employing a quantitative approach with a one-group pretest–posttest design, the study proposed contextualized reading interventions incorporating guided reading, vocabulary development, story mapping, and interactive comprehension activities. Learners’ reading comprehension was assessed in terms of identifying main ideas, recognizing supporting details, sequencing events, understanding vocabulary, and making inferences. Data analysis was designed to utilize descriptive statistics and a paired-samples t-test to determine changes in reading performance. The study seeks to establish the potential of contextualized and interactive reading strategies in addressing comprehension difficulties. Its anticipated findings may provide practical insights for strengthening differentiated instruction, developing evidence-based literacy interventions, and improving reading comprehension among elementary learners.