Research Article

iRead333: An intervention to improve silent reading comprehension skills of learners in English

Revcyl Calanza 1 * , Saireen May Nalagon 1 , Honey Grace Enario 1 , Michael Cahapay 1 2
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1 College of Education, Mindanao State University — General Santos, PHILIPPINES2 Department of Elementary Education, Faculty of Education, State University of Malang, INDONESIA* Corresponding Author
International Journal of Professional Development, Learners and Learning, 8(1), 2026, e2607, https://doi.org/10.30935/ijpdll/18052
Submitted: 08 August 2025, Published: 08 March 2026
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ABSTRACT

Reading is a fundamental gateway to knowledge, empowering learners to build academic and lifelong skills. Yet, many students, especially those at intermediate levels, struggle with silent reading comprehension, often finding it a source of difficulty and frustration. These difficulties are also evident among grade IV learners at Miasong Elementary School, where many pupils experience frustration when reading silently in English. To address this challenge, the present study investigates the effectiveness of iRead333, a structured intervention program designed to improve silent reading comprehension skills through vocabulary development, localized reading materials, and diverse text exposure. Using an embedded experimental mixed-method approach, specifically an explanatory sequential design where interviews were embedded to explain the quantitative results, 46 selected learners from Miasong Elementary School participated in the study during the 2022-2023 academic year. Pre- and post-test assessments, along with interviews, were conducted. Statistical analysis including means, standard deviations, t-tests, and thematic analysis were employed. The results revealed that prior to the iRead333 intervention, learners were at frustration level in silent reading comprehension skills in English due to factors like limited vocabulary, low motivation, poor habits, and lack of support, distractions, and limited access to materials. After the intervention, they achieved instructional level, attributing to the features of intervention such as strategies in vocabulary, localized stories, and exposure to diverse materials. Finally, analysis showed that iRead333 effectively improved the learners’ silent reading comprehension skills of the learners in English, as elaborated by the relationship patterns between identified factors and features. It is recommended to implement iRead333 within schools for improved silent reading comprehension skills.
Keywords: iRead333, silent reading comprehension skills

CITATION (APA)

Calanza, R., Nalagon, S. M., Enario, H. G., & Cahapay, M. (2026). iRead333: An intervention to improve silent reading comprehension skills of learners in English. International Journal of Professional Development, Learners and Learning, 8(1), e2607. https://doi.org/10.30935/ijpdll/18052

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