Authors : Sandy G. Gacis; Danilo E. Despi

Volume/Issue : Volume 11 - 2026, Issue 2 - February

Google Scholar : https://tinyurl.com/4njw3bks

Scribd : https://tinyurl.com/36wmbr9h

DOI : https://doi.org/10.38124/ijisrt/26feb480

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study investigated the effectiveness of Comic Strips as supplementary instructional materials in enhancing reading comprehension and engagement among grade 4 pupils. The data from classroom observations further indicated that comic strips facilitated better understanding of complex text, improve visual literacy, and encouraged collaborative discussion among students. The objective of this study is to examine the potential impact of comic strips on the reading comprehension skills of grade 4 pupils. The teachers and pupils construct and negotiate discourses around comic strips as part of classroom interaction from a new literacy studies perspective. The combination of imaginary and text makes comics relevant tools for examining how literacy is socially constructed. The findings suggest that comic strips serve as valuable supplementary materials that can address diverse learning styles, reduce reading anxiety, and foster a positive attitude towards reading. This study recommends integrating age- appropriate comic strips into reading instruction to enhance both cognitive and affective outcomes for Grade 4 pupils.

Keywords : Comic Strips, Supplementary Instructional Materials, Reading Instruction, Learner Engagement.

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