DRAFT (Differentiated Reading Activities Formulated through Tech Books-Technology and Books): A Tool for Reading Comprehension Intensification

This research investigated the effectiveness of the DRAFT (Differentiated Reading Activities Formulated through Tech Books) program in improving the reading comprehension levels of Grade VI learners during the school year 2024–2025. The research addressed the persistent reading difficulties among elementary learners, particularly those performing below grade level. At baseline, all 22 participants (100%) were identified at the Frustration level based on a standardized reading inventory. Using a mixed-methods explanatory sequential design, the study analyzed changes in learners’ reading performance before and after the intervention. Quantitative data were gathered through pre- and post-tests using a standardized eight -item reading comprehension assessment, while qualitative insights were drawn from one-on-one interviews analyzed through thematic coding. Results showed a significant shift in reading levels, with all learners moving from the Frustration Level (58% and below) to the Independent Level (80–100%) after the intervention. Mean comprehension scores increased markedly from pre-test to post test, demonstrating significant gains in learners’ ability to understand, analyze, and respond to text. Qualitative findings confirmed these results, as learners reported heightened motivation to read, improved confidence, and a more positive attitude toward reading tasks. Taken as a whole, the findings indicate the differentiated and technology-enhanced reading instruction is highly effective in addressing reading comprehension gaps among elementary learners. The intervention not only improved measurable reading outcomes but also fostered sustainable reading habits and learners’ engagement. This study recommends the adoption of similar evidence-based reading interventions in comparable educational contexts and supports their integration into broader literacy initiatives aimed at strengthening foundational reading skills in public schools.