ENHANCING READING COMPREHENSION OF GRADE 2 LERNERS THROUGH

INTERACTIVE BOOKS

An Action Research Proposal

Presented to the Faculty of Teacher Education
CLARENDON COLLEGE, INC.
Odiong, Roxas, Oriental Mindoro

In Partial Fulfillment
of the Requirements for the Course
RESEARCH IN EDUCATION
Bachelor of Elementary Education

By:

Javier, Tyron P.
Malubay, Richter A.
Busyo, Krystel A.
Mondoy, Gaceshel
 NOVEMBER 2024
CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter discusses the Related Literature and Studies that serve as a basis

for discussing the study’s findings concerning enhancing reading comprehension

through the use of interactive books.

Related Literature

In this study, Varga, E., & Daróczi, G. (2024) explores the classroom

implementation of interactive books, a rapidly growing and highly praised digital platform

that has gained recognition in public and higher education systems worldwide. A

national study conducted in Hungary during 2019-2020 revealed that interactive books

accessible on tablets and smartphones provide a transformative opportunity to enhance

reading comprehension skills, foster interest in literature, and promote a culture of

digital reading among younger generations. The authors’ conclusions, grounded in

empirical data and a well-documented case study, offer valuable insights into the

effectiveness of interactive tools in education. The research also raises an important

question regarding how school curricula can be adapted to meet the needs of children

raised in a digital environment, by providing lessons and activities that are relevant to

their everyday lives and shape their skills positively. While the book focuses on a

specific national context, its findings are applicable across various cultures, contributing

to the broader field of interactive reading studies. This work is an essential resource for

university professionals, students, teachers, and developers of interactive tools, adding

significant value to the ongoing research on reading practices in the digital age.
 Furthermore, the study of Çetinkaya, F. C., Ateş, S., & Yıldırım, K. (2019), it

emphasizes the effectiveness of interactive book reading activities in enhancing the

reading skills of elementary school students. These activities, when integrated into

formal educational programs, provide children with engaging alternatives that promote

learning through enjoyment. By exposing students to authentic texts beyond standard

textbooks, interactive reading activities allow them to engage with diverse content and

explore various problems and their solutions. Moreover, the study contributes to the

development of individuals who embrace reading and writing as lifelong practices,

rather than those who resist these skills or fail to adopt the mindset of "lifelong learning."

In this way, the research underscores the importance of incorporating interactive

reading strategies to foster positive attitudes toward literacy and learning in general .

In their study, Oktarina, Hari, and Ambarwati (2020) explore the effectiveness of

picture books in addressing the issue of low reading interest among young learners.

They highlight reading as a fundamental skill that not only provides access to further

education and career opportunities but also enhances a broader understanding of the

world, emphasizing the importance of fostering this skill in early education. The authors

identify picture books as a particularly effective method for teaching reading to young

learners, as they combine visual illustrations with text, reinforcing the narrative and

improving comprehension. The research demonstrates that picture books help cultivate

visualization skills and enable children to interpret stories from multiple perspectives,

fostering a deeper and more meaningful connection with reading.

Additionally, a study conducted by Li, A., & Dian, D. (2022). The effectiveness of

pop-up-based animation books in enhancing reading comprehension skills among

elementary school students was examined. The research suggests that integrating

interactive and animated elements, such as pop-up features, into books can significantly

engage young readers and improve their ability to understand and retain textual

information. The authors argue that traditional reading materials often fail to captivate

students' attention, leading to lower levels of comprehension and engagement. In

contrast, pop-up animation books provide an immersive and dynamic learning

experience, which not only draws students' attention but also helps them visualize the

narrative.

A study by Gyan Lestari (2023) examined the impact of interactive books on the

reading skills of Grade 2 pupils in public schools. Their research showed that children

who engaged with interactive books demonstrated improved comprehension, as they

were able to visualize and physically interact with the content. The tactile and auditory

elements of the books made reading more engaging, which helped increase students'

focus and retention of the material. Furthermore, the study concluded that interactive

books encouraged active participation in reading activities, leading to a deeper

understanding of the text and better academic performance in language subjects.

According to (Hà and Bellot, 2020) this study explored the impact of storytelling

on reading comprehension in primary classrooms, focusing on children learning English

as a foreign language in Spain. The findings highlighted that storytelling helps students

remember vocabulary and understand grammatical structures more effectively than

traditional teaching methods. The research emphasized that continuous language

exposure and the contextual presentation of stories play a crucial role in language

acquisition and comprehension skills. This study supports the use of storytelling to
improve reading and comprehension by creating natural language-learning

environments for young learners.

According to (Nguyen, 2022) this study explored how storytelling is utilized by

English as a Foreign Language teachers to boost young learners' reading

comprehension. The research highlights that storytelling can be especially effective for

younger students (ages 5-12) because it engages their creativity and encourages active

participation. By acting out stories and engaging in physical responses to the narrative,

students improve their understanding and retention of the language.

Arisandi and Rafi (2021) highlighted the significance of using pop-up books as an

effective tool for improving students' reading comprehension of narrative texts. Their

study demonstrated that pop-up books provide an engaging and interactive learning

experience, which can enhance students' understanding of the material compared to

traditional methods. The researchers emphasized that this approach helps capture

students' attention and fosters a more immersive reading environment This interactive

experience helps students connect with the story and understand it more deeply.

The study conducted by Park, Jihyeon, & Lee, Juhe (2021] aimed to compare the

effects of extensive reading using tablets, printed books, and textbooks on young

elementary school EFL students' reading comprehension and grammatical knowledge.

The findings revealed that the tablet reading group showed a significant improvement in

literal reading comprehension compared to the printed book and textbook groups.

However, the printed book group demonstrated greater improvement in inferential

reading comprehension than those using tablets. Furthermore, only the group using

printed books experienced a significant increase in grammatical knowledge over the 11-
week period. In contrast, the tablet and textbook groups did not show significant

changes in their grammatical knowledge.

Çetinkaya, Çetin, Ates, and Yildirim (2019) explored the impact of interactive

book reading activities on the reading fluency and comprehension of elementary

students. Conducted during the 2017-2018 academic year with 705 students from low-

socioeconomic schools in Polatli, Ankara, the study focused on the use of interactive

reading classrooms. These classrooms were specifically designed to provide an

immersive and engaging learning environment, featuring resources like bookcases,

computers, puppets, and lighting to enhance the students' reading experience.. The

results showed significant gains in both fluency and comprehension, highlighting the

effectiveness of interactive book reading activities as a teaching strategy for enhancing

students' reading skills.

Related According to (De Sagun, 2019) the materials of the books specifically

focused on evaluating story elements, determining the author's purpose, and

comprehending narrative techniques. The results showed a reduction in students at the

frustration level and an increase in those at the instructional and independent levels,

highlighting the potential of culturally relevant materials for comprehension

improvement.

In the study of (Tan, 2019) through the use of interactive books students are able

to independently read a text they can relate better to, and the resulting comprehension

that occurs from these conditions is further enhanced by the chance to discuss it with
peers, gaining more insights into the text. This approach leveraged materials that

connected with students' cultural backgrounds, boosting engagement and

comprehension. The research emphasized that students' understanding improved when

they could relate personally to the texts, and the interactive nature of literature circles

facilitated deeper discussions and insights.

According to (Son et al., 2022) the study pointed out that interactive

enhanced books could play a role in overcoming comprehension difficulties faced by

learners in remote learning setups, where traditional classroom interactivity is lacking.

One of the main goals is to implement interventions that target word-level problems that

help children eventually read words by sight or with automaticity. Providing extra

instructional time is to help children achieve levels of literacy that will enable them to be

successful through their school careers and beyond.

The study of (Binay-an, 2022) the young learners can perform better because

they are motivated to learn when artistically prepared localized materials are used in the

teaching-learning process. They improve much in their reading performance when the

teaching process is aided by books. Interactive Books are a very good way to teach

beginning readers, and as far as the materials' validity matters, using them to teach

them is perfectly acceptable, suitable, and useful.

This study, conducted by Tabanera, K.I. & Barrios, R.T. (2024), aimed to assess

the reading comprehension of Grade 4 pupils in an integrated school in the District of

Tangalan, Philippines, during the School Year 2023-2024. A design-based research

approach utilizing the IPO model was employed, with 66 Grade 4 pupils and 10 teacher

experts as participants. The study used a Reading Comprehension Test and a Learning
Material Evaluation Tool to gather data, which were then analyzed using descriptive and

inferential statistics. Results indicated that the pupils' reading comprehension was

initially at a "low" level, prompting the development of an instructional material

incorporating various engaging activities such as word boxes, interactive games, and

collaborative exercises. After the intervention, the pupils' reading comprehension

improved to a "moderate" level, and the developed material was deemed "very highly

acceptable" by the experts in terms of content, quality, and design, highlighting a

significant improvement in reading comprehension post-intervention.

In a study conducted by Delos Santos (2022), the researcher focused on how

interactive books affect the engagement and comprehension levels of students in a rural

school setting. The study found that interactive books, which featured sound effects,

pop-ups, and illustrations, kept the students more engaged during reading lessons. As a

result, students were more likely to ask questions, predict outcomes, and make

connections between the text and their own experiences. Delos Santos concluded that

interactive books fostered a more participatory learning environment, which ultimately

led to better comprehension and a greater enthusiasm for reading among the students.

In a study by Batuac & Cariaga (2023), the use of pop-up books was examined

to see how they could improve reading comprehension skills in primary school pupils

through remedial reading. The researchers used a descriptive approach to collect data

and understand how pop-up books influenced the reading abilities of students struggling

with comprehension. The intervention involved using pop-up books during remedial

reading sessions, with data gathered from pre- and post-tests, classroom observations,

and interviews with selected participants. The results showed a noticeable improvement
in the pupils' reading comprehension, with increased interest, engagement, and

motivation to read. The study also found that the interactive nature of pop-up books

made reading more enjoyable and helped students connect with the text by visualizing

and engaging with the story through tactile elements.

The study conducted by Inding, A. L. (2023), investigated the impact of Effective

Comprehension Strategy Instruction (ECSI) on improving reading comprehension,

mastery learning, and teacher pedagogical delivery among Grade 4 pupils at Bag-ong

Borbon Primary School in Zamboanga Sibugay. The researcher employed both

quantitative and qualitative methods, including observations, formative assessments,

and interviews with teachers, to gather comprehensive data. Eighteen Grade 4 pupils

and three teachers participated, with data analyzed using SPSS software. The results,

based on a t-test, revealed that students who were taught using the ECSI strategy

demonstrated significantly higher scores in reading comprehension compared to those

who did not. This finding suggests that ECSI is an effective strategy for enhancing

reading comprehension and should be implemented by teachers in their classrooms.

Furthermore, Marciano (2023) studied how Project RISE (Reading Through

Interactive and Strategic Exercises) helped improve the reading comprehension skills of

struggling Grades 5 and 6 students at Tuhian Elementary School. The research

followed a true experimental design, using a pretest-posttest setup to compare results

between two groups. The program used a strategy that focused on clear and direct

instruction paired with cooperative learning. In this approach, students worked in mixed-

ability groups, supporting and learning from each other while completing reading tasks.

A total of 28 students were randomly assigned to either the control or experimental

group, and their reading performance was measured using standardized Phil-IRI

passages before and after the intervention. Results showed that both groups had similar

abilities at the start, but after using Project RISE, the experimental group made

significant improvements. This shows that combining direct teaching with group

collaboration can be a powerful way to help students develop better comprehension

skills.

The study conducted by Flordeliza T. Sua (2021) aimed to evaluate the

effectiveness of storybooks in improving the reading performance of Grade II pupils.

Using a quasi-experimental research design, the study employed pretest and post-test

assessments to analyze the impact of storybooks on reading skills, with assessments

based on the Most Essential Learning Competencies (MELC) for the 3rd quarter. The

researcher applied statistical tools such as Simple Percentage, Weighted Mean, and t-

test of mean difference to analyze the data. The results indicated that pupils' pretest

performance was good, while their post-test performance was excellent, demonstrating

a significant improvement. The study concluded that storybooks are an effective tool for

enhancing reading skills and recommended the implementation of a reading

improvement plan.
LIST OF REFERENCE:

LOCAL:

De Sagun, L. (2019). Enhancement of Reading Comprehension Skills of Grade Six

Pupils through Localized Learning Material. *International Journal of Innovative

Research and Development*, 8(8), 167-173.

Tan, D. N. L. (2019). Enhancing reading comprehension through culturally relevant texts

and literature circles: Action research. De La Salle University, Manila.

Son, A. P (2022). Reading Proficiency Level of Grade 2 Learners in the Case of

Modular Distance Learning: A Literature Review.

Binay-an, I. N. (2022). Localized Learning Materials (Big Books) for Beginning Readers

of Tagudin, Ilocos Sur.

Tabanera, K. I., & Barrios, R. T. (2023). Pupils’ reading comprehension: Basis for the

development of reading instructional material.

Delos Santos, J. C. (2022, October 20). The Impact of Reading Comprehension Level

on the Academic Performance of Grade 8 Learners. Scribd.

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Comprehension of the Pupils

Inding, A. L. (2023). Improving Reading Comprehension Skills of Grade IV Pupils Using

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Marciano, A. (2023). Project RISE: A Reading Intervention Program to Improve

Comprehension Skills. Philippine EJournals.

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Varga, E., & Daróczi, G. (2024). The Role of Interactive Books in the Development of

Reading and Reading Comprehension

Çetinkaya, F. C., Ateş, S., & Yıldırım, K. (2019). Effects of Interactive Book Reading

Activities on Improvement of Elementary School Students' Reading Skills.

International 1 Journal of Progressive Education

Oktarina, A., Hari, D., & Ambarwati, D. (2020). The Effectiveness of Picture Books in

Addressing the Issue of Low Reading Interest Among Young Learners.

Li, A., & Dian, D. (2022). The Effectiveness of Pop-Up Based Animation Books to

Improve Reading Comprehension Skills of Elementary School Students

Lestari, G. P., Syihabuddin, A., Kosasih, A., & Somad, M. A. (2023). The Effectiveness

of Interactive Reading Models in Improving Early Students Language Skills.

International Journal of Learning, Teaching and Educational Research

Hà, M. H., & Bellot, C. (2020). Storytelling for reading comprehension in primary English

as a foreign language classrooms in Spain [Report No. EJ1335807]. ERIC.

Nguyen, A. (2022). Utilizing Storytelling to Enhance Reading Comprehension in Young

English as a Foreign Language Learners [Report No. EJ1359407]. ERIC.

Arisandi, D., & Rafi, I. (2021). The Effectiveness of Pop-up Books in Improving

Students' Reading Comprehension of Narrative Texts. The Journal of Curriculum

and Teaching (CORCYS), 8(2), 1-12.

Park, J., Lee, J., & Lee, J. (2021). The Effects of Extensive Reading on Young EFL

Learners' Reading Comprehension and Grammatical Knowledge: A Comparison

of Tablets, Printed Books, and Textbooks [Report No. EJ1318666].

Çetinkaya, F. C., Ateş, S., & Yıldırım, K. (2019). Effects of Interactive Book Reading

Activities on Improvement of Elementary School Students' Reading Skills.

International Journal of Progressive Education, 15(3), 180-193.