Enhancing Reading Comprehension Skills of Elementary Learners Through Multisensory Strategies

This study investigated the extent of implementation of multisensory strategies in teaching reading comprehension skills among elementary learners in the Maramag II District, Division of Bukidnon, during the School Year 2024–2025. Anchored on the Cognitive Load Theory by Sweller, Graham, and Chandler (1998), the research examined five multisensory strategies: visualization, story mapping, reciprocal teaching, sensory details, and role-playing and dramatization. These strategies aim to enhance comprehension by engaging learners’ multiple senses and reducing extraneous cognitive load. The study utilized a descriptive-correlational design and employed a complete enumeration sampling method. The respondents included 170 public elementary teachers from nine schools in the district. Data were collected using a researcher-made, validated, and highly reliable (.900 Cronbach’s alpha) survey questionnaire. Descriptive statistics were used to determine the extent of strategy implementation and learners’ comprehension levels, while Pearson’s r was applied to test the relationship between variables. Findings revealed that all five multisensory strategies were implemented to a great extent. Learners' comprehension skills were mostly at the instructional level (score range: 85–89), indicating basic proficiency but not full independence in reading. However, the correlation results showed no significant relationship between the extent of strategy implementation and the learners’ comprehension levels. The study concluded that while multisensory strategies are widely used and beneficial for engagement, their mere frequency of use does not directly enhance comprehension outcomes. It emphasized the importance of quality implementation and alignment with learners' specific needs. Recommendations include strengthening teacher training on targeted strategy application, promoting parent engagement, and refining instructional design to support learners' transition to independent reading proficiency.