Enhancing Grade 6 Learners' Informational Text Comprehension through Interactive Ebook Reading: A Focus on Noting Details Skills

Reading comprehension is a foundational skill in the Philippine K–12 Basic Education Curriculum, yet many learners continue to struggle with identifying essential details in texts a key component of comprehension. This action research investigates the effectiveness of using interactive ebooks to enhance the "noting details" skill in informational text comprehension among Grade 6 learners in a public elementary school in Ozamiz City, Misamis Occidental, Philippines. The study was prompted by a low mean score of 6.2 in the Regional Unified Quarterly Assessment (RUQA), indicating a pressing need to improve learners' detail-recognition abilities. Grounded in reading comprehension theories and digital literacy frameworks, the study employed a one-group pretest-posttest design. It utilized interactive ebooks aligned with the three-phase reading model (pre-reading, during-reading, and post-reading) to provide an engaging, multimodal learning experience. A purposively selected group of Grade 6 students at the Novice High proficiency level (based on ACTFL guidelines) participated in the intervention. Findings revealed that prior to the intervention, the learners' ability to note details in informational texts was below expectations. However, after the implementation of the interactive ebook strategy, their performance improved significantly and was assessed as very satisfactory. Statistical analysis confirmed a significant difference between pretest and posttest scores, indicating that the use of interactive ebooks positively impacted learners' comprehension skills. This study offers empirical support for integrating digital tools into reading instruction and provides practical insights for educators and policymakers aiming to enhance literacy outcomes through technology-enhanced pedagogical strategies.

interactive ebooks, noting details, informational text comprehension

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