"The Effectiveness of Reading Comprehension Strategies in Enhancing Literacy Skills of Junior High School Students in The Philippines: A Systematic Review"

Abstract

This systematic review examines the evidence of reading comprehension strategies in improving the literacy proficiency of Junior High School (JHS) students in the Philippines where there has been a consistent finding in national assessment data that there is indeed a serious literacy chasm. Based on twenty empirical studies conducted in 2020-2025, the study integrates the results on such strategic interventions as reciprocal teaching, guided reading, SQ3R, graphic organizers, and multisensory methods. Meta-synthesis and thematic analysis were used in the review to find any pattern that had been applied in strategy implementation, instructional design and learner response in different educational settings. Results highlight important findings that highlight considerable interventions gains with regard to structured implementation of evidence-based programs, especially when mediated by trained teachers who may be allowed to make a responsive instruction. Additionally, the level of involvement of students, relevance, appropriateness, and the use of technology arose as an empowering factor in realizing efficient reading instructions. The meta-theme of Pedagogical Responsiveness and Inclusive Literacy Design is central to the synthesis as it brings into its focus the necessity of instruction that is convergent to the cognitive profile of learners and also inclusive of different socio-cultural orientations of learners. Certain systemic barriers that are also discussed in the review include unequal access to resources, inadequate teacher preparation, and uneven program implementation. The paper has important implications to teachers, curriculum designers, and policy holders, who seek to change literacy education across the Philippines. It proposes equity-based, research-based interventions which must match the strategies, teacher growth and policy facilitation. Finally, the review suggests that reading comprehension should be re-conceptualized not just as the skill that needs to be taught to the learners, but a basic right which will empower learners and strengthen the national progress.