<?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%">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><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%">Mare  Müürsepp</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">AGE-APPROPRIATENESS OF THE SCIENTIFIC VOCABULARY FOR BEGINNING READERS</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%">beginning reading</style></keyword><keyword><style  face="normal" font="default" size="100%">primary education</style></keyword><keyword><style  face="normal" font="default" size="100%">reading material</style></keyword><keyword><style  face="normal" font="default" size="100%">vocabulary</style></keyword><keyword><style  face="normal" font="default" size="100%">zone of proximal development</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1420056782.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">57</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The study concerning an experimental learning material was carried out in the primary school. A specific feature of the innovative material is topic based on notions related to physics. Seven years old pupils' pre-knowledge of scientific notions have been analysed in the current study. A sample of the vocabulary suggested by the physicists was tested with different groups of respondents: pupils of the first grade, pupils additionally involved in extracurricular activities in the club &quot;Friend of Science&quot; and the students of a teacher training department. The notions selected by the physicists denote the phenomena of energy, space science, atomic and digital study area that up till now were not included in the actual primary school curriculum. As a result of this study, the fact has to be reported that the pupils – not having had any previous lessons on these themes – have given 72% right answers altogether, but the pupils involved in the special club, know nearly all presented notions. There are conclusions drawn from the current study for compiling of texts for beginning reader and for introducing the scientific themes in primary school lessons. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">78-89</style></section></record></records></xml>