Abstract
This quasi-experimental study had explored the two groups of approach, the control group or the traditional printed approach, and the readtheory.org approach, which positively enhanced the reading comprehension of the Grade IV learners at Maria Cristina Falls Elementary School. A total of 70 respondents had participated in the study, with 35 learners assigned to the experimental group, which utilized the readtheory.org platform, and 35 learners in the control group, who received traditional reading comprehension instruction. The pretest scores of the learners have no significant differences, which means there is an equal between the two groups. However, the posttest result has indicated that there were significant differences in the posttest scores between the two groups. Posttest results showed a significant improvement in the reading comprehension of the readtheory.org group compared to the control group. This study may serve as a basis and benchmark for further similar studies to be undertaken along the lines of strategies in teaching English specifically for reading comprehension.
