From Pages to Pictures: Using Motivation, Differentiation and Drawing to Deepen Comprehension

Abstract

This classroom action research responds to the alarming decline in Filipino students’ literacy, as highlighted in the EDCOM II report (2026), which shows a steep drop in proficiency from 30.52% in Grade 3 to only 0.47% by Grade 12. Complementary data from the Philippine Statistics Authority (2025) further indicate that only 70.8% of Filipinos aged 10–64 are functionally literate, revealing persistent challenges in comprehension despite basic reading skills. These findings underscore the need for instructional interventions that address both reading competence and motivation. Drawing on theories of reading motivation and metacognition, this study examines how learner engagement in text selection and differentiated reading tasks can enhance comprehension and reflective thinking. Reading motivation is framed as a multidimensional construct involving affective, cognitive, and intentional components, while metacognition emphasizes learners’ awareness and regulation of their own thinking processes. The intervention integrates student choice and structured, differentiated activities that guide learners from literal understanding to critical application. By encouraging students to monitor their comprehension, adjust strategies, and reflect on their interpretations, the study promotes “constructively responsive reading.” Findings suggest that when learners actively participate in the reading process, they develop deeper textual engagement, improved comprehension, and heightened awareness of their learning strategies over time.