THE LIVE MULTIMODAL TEXT AND ITS EFFECTS ON THE READING COMPREHENSION SKILLS OF GRADE 9 STUDENTS

This study investigated the effects of integrating live multimodal texts on the reading comprehension skills of Grade 9 students at Misibis Integrated School, Tiwi, Albay, during School Year 2025–2026. Using a pre-experimental one-group pretest–posttest design, thirty-three students were purposively selected and exposed to a six-week intervention consisting of live multimodal activities such as oral narration, gestures, facial expressions, visual cues, and interactive discussions. Pretest results revealed that students were at the frustration level, with weak performance in higher-order comprehension skills such as evaluating evidence and determining information reliability. Posttest findings showed significant improvement, with mean scores rising to the instructional level, indicating enhanced comprehension, analysis, and evaluation of texts. However, the least mastered skills remained those related to identifying and evaluating textual evidence. The study concluded that live multimodal texts are effective in improving reading comprehension, particularly in fostering engagement and critical thinking. A compilation of multimodal activities was developed to address persistent difficulties in evidence-based analysis. The findings highlight the importance of innovative instructional strategies in resource-limited contexts and provide practical implications for teachers, schools, and policymakers in strengthening literacy programs.