The effects of SQ3R (Survey, Question, Read, Recite, Review) to the reading comprehension of the grade 6 pupils of Sagurong Elementary School

This study investigated the effects of the SQ3R (Survey, Question, Read, Recite, Review) strategy on the reading comprehension of Grade 6 pupils at Sagurong Elementary School, School Year 2025–2026. Thirty-three pupils participated in the experimental method, with performance measured through pre- and post-tests. Results revealed that learners initially demonstrated low mastery across comprehension skills, particularly in evaluating information and identifying similarities and differences. After six weeks of SQ3R intervention, significant improvements were observed, with most skills reaching mastery or near full mastery. The paired t-test confirmed a significant difference between pre- and post-test scores, rejecting the null hypothesis. However, least mastered skills remained in comparing content, identifying similarities and differences, and evaluating information for accuracy. Enhanced lesson plans were developed to address these gaps. Findings highlight SQ3R’s effectiveness in fostering active, reflective, and purposeful reading among elementary learners.