Effectiveness of Reading Comprehension Interventions in the Philippines’ Multilingual Context: A Systematic Review

Abstract

This paper systematically reviewed studies on reading intervention strategies conducted in the Philippines from 2019-2024 published in journals that are indexed in SCOPUS.  This review includes analysis of the type of strategies that contributed to learners’ improved reading outcomes. The database search returned 190 articles based on the criteria, of which seven met the eligibility review. Results revealed that effective reading intervention strategies can be classified into three categories: strategy-based reading intervention, learning materials-based reading intervention, and online app-based reading intervention. Although it is difficult to draw a firm conclusion about the effectivity of reading interventions because of the limited number of studies, small sample sizes of learners considered, and the duration of the intervention, this paper recommends the integration of structured pedagogical approach designed to enhance reading comprehension that should be implemented in the classroom consistently. This paper hopes to provide lenses for the reading teachers, school leaders, and policymakers in identifying and adopting evidence-informed practices that address the diverse needs of Filipino learners. By highlighting emerging patterns in effective reading interventions, this review underscores the importance of sustained, well-designed, and contextually relevant strategies to improve reading comprehension. Future research with larger and more diverse samples, longer intervention periods, and rigorous evaluation designs is essential to build a stronger foundation for effective reading instruction in the Philippine context.