Improving the Reading Comprehension of Struggling Learners Through a Strategic Reading Intervention at Don Benito Maristela Memorial High School

This study examined changes in literal, inferential, and critical reading comprehension among struggling junior high school learners following a Strategic Reading Intervention at Don Benito Maristela Memorial High School, Monreal, Masbate. Using a quantitative, one-group pretest–posttest design and total enumeration, the study involved 36 identified struggling readers in Grades 7–10. The Philippine Informal Reading Inventory assessed comprehension before and after the intervention, while frequencies, percentages, mean scores, and a paired-samples t-test were used in the original analysis. Most participants were male (83%), and Grade 7 accounted for the largest group (42%). Reported comprehension scores increased from 17.44 to 20.39 for literal comprehension, 15.67 to 19.33 for inferential comprehension, and 10.56 to 14.86 for critical comprehension, which showed the largest numerical gain. These findings indicate improved reported performance across all three comprehension dimensions following the intervention, with continuing instructional needs in critical comprehension. The school should strengthen structured reading activities, periodic assessment, and differentiated support, particularly through the proposed 12-week Strategic Reading Enhancement Program. Interpretation is limited by the single-school sample, absence of a comparison group, and a significance test based on three domain scores rather than individual paired learner observations, requiring statistical verification. The study provides context-specific evidence for school-based literacy planning and supports Sustainable Development Goal 4 (Quality Education) by promoting inclusive reading support and educational sustainability.