<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Deborah Lumecio</style></author><author><style face="normal" font="default" size="100%">Peter Paul Canuto</style></author><author><style face="normal" font="default" size="100%">Jeraquel Bulintao</style></author><author><style face="normal" font="default" size="100%">Jerachel Balabal</style></author><author><style face="normal" font="default" size="100%">Jeberlyn Agiao</style></author><author><style face="normal" font="default" size="100%">Jesa Olnas</style></author><author><style face="normal" font="default" size="100%">Gloria Madanni</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ENHANCING ENGLISH WORD RECOGNITION AND READING COMPREHENSION OF PRIMARY SCHOOL STUDENTS THROUGH SHARED READING INTERVENTION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">English reading performance</style></keyword><keyword><style  face="normal" font="default" size="100%">Ifugao</style></keyword><keyword><style  face="normal" font="default" size="100%">Philippines</style></keyword><keyword><style  face="normal" font="default" size="100%">Primary school students</style></keyword><keyword><style  face="normal" font="default" size="100%">reading comprehension</style></keyword><keyword><style  face="normal" font="default" size="100%">reading intervention</style></keyword><keyword><style  face="normal" font="default" size="100%">shared reading</style></keyword><keyword><style  face="normal" font="default" size="100%">word recognition</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4771002</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">84</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Shared reading is one way to support students' reading performances, as it builds a strong foundation for reading literacy and fosters collaboration. However, its role in supporting local students' academic reading performances remains underexplored. This study examined the effectiveness of shared reading as an English reading intervention in enhancing primary school students' word recognition and reading comprehension. Determining the significant differences in their reading performance before and after the intervention was included. Ten Grade 3 students from a primary school in Tinoc, Ifugao, Philippines, who were evaluated with English reading frustration levels, were purposively selected as participants. Using classroom action research, pre- and post-tests were administered to measure their reading progress. Results indicated that the students generally improved significantly in their academic reading performances after using the shared reading intervention. Although some students still experienced frustration levels in their word recognition and comprehension, most were determined to achieve instructional and independent levels by the end of the shared reading sessions. This suggests that the shared reading intervention effectively enhanced the students' word recognition and reading comprehension. This study emphasizes the significance of structured reading interventions at the primary level in enhancing reading proficiency and equipping young students with the essential skills necessary for academic reading success.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">137-156</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Marilou Bugtong</style></author><author><style face="normal" font="default" size="100%">Zenia Milio</style></author><author><style face="normal" font="default" size="100%">Peter Paul Canuto</style></author><author><style face="normal" font="default" size="100%">Yuvimin Lumidao</style></author><author><style face="normal" font="default" size="100%">Marites Choycawen</style></author><author><style face="normal" font="default" size="100%">Deborah Lumecio</style></author><author><style face="normal" font="default" size="100%">Daisy Bando</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ENGLISH COMICS AS READING MATERIALS AND INTERVENTION IN IMPROVING STUDENTS’ READING COMPREHENSION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">English comics</style></keyword><keyword><style  face="normal" font="default" size="100%">Philippines</style></keyword><keyword><style  face="normal" font="default" size="100%">reading comprehension</style></keyword><keyword><style  face="normal" font="default" size="100%">reading intervention</style></keyword><keyword><style  face="normal" font="default" size="100%">reading material</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4604143</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">83</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">With the engaging blend of visuals and texts, comics have emerged as promising tools for enhancing reading comprehension in primary classrooms. This study examined how incorporating English comics as reading materials and interventions impact students' reading comprehension. It also determined students' perceptions on the use of English comics to improve their reading comprehension. Explanatory sequential design was employed. Specifically, classroom action research was utilized in the quantitative phase. Pre-and post-test assessments were used to determine differences in students' reading comprehension performances. For the qualitative phase, a semi-structured interview was used to determine students' perceptions of the comics. The study involved 20 Grade 5 students at Palabayan Elementary School (PES), Tinoc, Ifugao, Philippines. Quantitative results showed significant improvement in the students' reading comprehension after using the comics. Qualitative findings divulged four main themes: comics design, the impact of comics on reading comprehension, challenges encountered, and suggestions for improvement of the comics. Students indicated the positive influence of visually appealing design elements and well-designed picture and text alignment. Accordingly, it helped improve their reading comprehension and increased their pleasure in reading. Challenges encountered include visual and textual overload, as well as students' limited vocabulary. Students’ recommendations include improving the clarity of the comics, adding more pictures for visual appeal, and enhancing the designs of the comics. Nonetheless, this study implies the impact of English comics and supports their utilization as reading materials and an intervention tool for enhancing young students' reading comprehension. </style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">480-500</style></section></record></records></xml>