Enhancing Reading Engagement and Comprehension Using Alternative Reading Materials Among Graders

This study examined the use of alternative reading materials and Grade 2 learners' reading engagement and comprehension, as observed by teachers at General Luna Central Elementary School, General Luna District, Surigao del Norte, during School Year 2025-2026. Specifically, it described the profiles of teachers and learners, identified the alternative reading materials utilized, assessed teachers' reported instructional practices, described observed learner outcomes, examined patterns across these findings, and identified implementation concerns. The study employed a descriptive quantitative research design. The study gathered data through an adapted, content-validated questionnaire completed by 10 teacher-respondents; demographic information also covered 192 Grade 2 learners. The study used frequency distributions, percentages, weighted means, and standard deviations to summarize the data. The study identified printed storybooks, big books, picture books, teacher-made reading resources, leveled readers, worksheets, localized texts, and digital or audiovisual materials among the resources used in reading instruction. Teachers rated their reported practices as Frequently overall (grand mean = 4.20). Selection and integration of reading materials obtained a mean of 4.21 (Always), while interactive reading activities (4.20) and monitoring reading progress (4.19) were rated Frequently. Teacher observations indicated that learners often demonstrated understanding and interpretation of texts (4.13), active participation and interest (4.13), and motivation to read and complete tasks (4.08), with an overall mean of 4.11. Key concerns included insufficient materials and budgets, limited instructional time, and difficulty matching materials to reading levels. These findings informed a proposed Reading Enhancement Plan emphasizing contextualized resources, differentiated instruction, interactive activities, professional development, and systematic progress monitoring. The findings provide a contextual basis for strengthening literacy instruction in primary grades.