Abstract
Reading comprehension is an essential ability for language teachers. The study aimed to assess the effectiveness of the Survey, Question, Predict, Read, Respond and Summarize (SQP2RS) strategy in teaching reading using different text types among Grade 9 learners at Teresa National High School, Teresa Rizal, Philippines. The study involved 64 Grade 9 students who were exposed to teacher-made authentic materials in narrative, persuasive, descriptive, and informative text, anchored in the Most Essential Learning Competencies (MELCs). The study found that the SQP2RS strategy significantly enhanced reading comprehension in various text types, with informative text being the most effective for readers. Notably, all frustration readers were classified as independent readers after exposure to the SQP2RS strategy. Particularly effective in enhancing comprehension skills related to persuasive text, the implementation of SQP2RS demonstrated its potential for tailored application in different text types within the Grade 9 curriculum at Teresa National High School.
