Abstract
Reading comprehension is a critical skill that impacts academic achievement and lifelong learning, yet it remains a significant challenge for Grade 7 learners, particularly in the subject of Araling Panlipunan. This study aimed to evaluate the effectiveness of the talking-through-text approach as an innovative strategy to enhance reading comprehension. Specifically, it sought to compare the learning outcomes of learners exposed to the T.A.L.K process versus traditional teaching methods. The study involved 60 grade 7 learners from Abuno National High School during the 2024-2025 academic year. Utilizing a quasi-experimental design, the research divided participants into a control group (traditional approach) and an experimental group (Talking Through Text approach), each subjected to pretest and posttest assessments. Findings revealed a significant improvement in the experimental group’s posttest scores, with a mean difference of 8.03, compared to the control group’s modest mean difference of 3.50. The results demonstrated the Talking Through Text approach’s effectiveness in fostering comprehension and bridging learning gaps. The study concluded that talking through text is a highly effective teaching method for improving reading comprehension in Araling Panlipunan. It recommends its broader implementation and the provision of professional development for teachers to ensure successful adoption and scalability.
