Improving learners’ reading comprehension through collaborative reading circles

Literacy is crucial not only for academic success but also for social development, as it lays the foundation for further learning and contributes to overall cognitive, emotional, and economic growth. This study investigated the effectiveness of Collaborative Reading Circles (CRCs) in improving the reading comprehension of elementary learners at Matda Elementary School, Municipality of Conner, Division of Apayao. Employing a one-group pre-test post-test quasi-experimental design, the study involved 17 learners from Grades 2 to 6 during the School Year 2025–2026. Reading comprehension was measured using the Comprehensive Rapid Literacy Assessment (CRLA) for Grades 2 and 3, and the Philippine Informal Reading Inventory (Phil-IRI) for Grades 4 to 6. The CRC intervention was implemented throughout the third quarter, wherein learners were grouped and assigned structured roles, summarizer, questioner, clarifier, vocabulary builder, and predictor, during guided reading sessions. Pre-test results showed an overall mean score of 12.24 (SD = 1.75), corresponding to an Average level of reading comprehension. Following the intervention, the post-test mean rose to 18.00 (SD = 1.50), reflecting a Very High level of reading comprehension. A paired samples t-test revealed a t-value of 19.799 with a p-value of less than 0.01, indicating a highly significant difference between pre-test and post-test scores. These findings confirm that Collaborative Reading Circles significantly improved learners' reading comprehension, underscoring its potential as an effective instructional strategy for developing literacy skills at the elementary level.