IMPROVING READING COMPREHENSION AMONG GRADE 8 STUDENTS THROUGH THE USE OF CONTEXT CLUES STRATEGY WITH THE R.E.A.D APPROACH (READ, ENGAGE, APPLY, DISCUSS)

This study aimed to improve the reading comprehension skills of Grade 8 students through the use of the context clues strategy within the R.E.A.D. (Read, Engage, Apply, Discuss) approach. A quasi-experimental design was used, involving 33 students from Magatos Integrated School. Data were gathered through pre-tests, post-tests, and student interviews. Results showed that the students’ mean score increased from 12.8 in the pre-test to 15.1 in the post-test, indicating a notable improvement. Statistical analysis using a paired t-test revealed a significant difference in the students’ performance t (49) = 24.0, p < .001), with a large effect size (Cohen’s d = 3.39), confirming the effectiveness of the intervention. Thematic analysis of student feedback also revealed five key insights: the importance of institutionalizing school-based reading intervention program, regulating differentiated instruction and feedback, reading engagement through student-centered activities, building vocabulary confidence through context clues, and increased motivation and positive attitude toward reading. These findings suggest that integrating context clues strategies with engaging activities can effectively enhance students’ reading comprehension and motivation. Keywords: Context Clues Strategy, Grade 8 Students, Reading Comprehension, R.E.A.D Approach, Student Engagement, Philippines