English reading comprehension is a core competency that underpins significant contribution to the advancement of academic skills in all subjects. This study determined the impact of interactive e-storybooks conceptualized as readily accessible digital stories to improve, foster, and yields reader’s comprehension (READIFY) enhancing Grade 5 learners’ English reading comprehension skills in a public elementary school in the Philippines during S.Y. 2024-2025. The study utilized a quantitative approach, collecting data from survey questionnaires and pre-test and post-test assessments. Statistical tools such as mean and standard deviation were used to determine the material’s efficiency in improving the learners’ English reading comprehension skills. A T-test was employed to determine if there is a significant difference between the students’ level of English reading comprehension skills before and after the intervention. The findings showed that READIFY intervention led to significantly enhanced reading comprehension skills among Grade 5 pupils. Pre-test scores (81.2%) indicated an instructional level while post-test scores (64.7%) demonstrated an independent level, signifying a marked improvement in their ability to read and understand the material. The statistical evidence supports the program's efficacy and highlights its potential as a valuable tool for educators seeking to enhance language learning outcomes.
interactive, e-storybooks, English reading, comprehension skills, enhance, grade 5 learners
Angelo B. Arellano. Undergraduate student. Laguna University.
Honey Mist A. Salvador. Undergraduate student. Laguna University.
Mitchie Mae L. Barrios. Undergraduate student. Laguna University.
Romelyn D. Ramos. Corresponding author. Undergraduate student, Laguna University. Email: ramosromelyn002@gmail.com
Rosemarie S. Badillo. Undergraduate student. Laguna University.
Jovelle M. Reyes. Master of Arts in English. Instructor - Laguna University
Rose Nannette J. San Juan. Master of Arts in Mathematics. Instructor - Laguna University
"Author 1 was primarily responsible for the design and development of evaluation instruments that was utilized in the study, including the pre-test and post-test assessment. Author 2 and Author 3 conducted a systematic and comprehensive seeking of review of related literature to look for existing studies the will contribute and support the study. Author 4 and Author 5 played a central role in conceptualizing and finalizing the research design and the research framework. Author 6 have meticulously checked the overall manuscript to identify grammatical errors and inaccuracies, this substantial part helped to enhance the clarity, coherence, and the structure of the paper. Author 7 undertook a detailed review of the results of pre-test and post-test, and performed statistical computations using appropriate software tools, and conducting preliminary statistical analyses to support the study’s findings."
No potential conflict of interest was reported by the author(s).
This work was not supported by any funding.
AI tools were not used in writing this paper.
This paper is presented in the 2nd International Student Research Congress (ISRC) 2025
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Cite this article:
Arellano, A.B., Salvador, H.M.A., Barrios, M.M.L., Ramos, R.D., Badillo, R.S., Reyes, J.M. & San Juan, R.N.J. (2025). Readify: Interactive e-story book to improve English reading comprehension skills. International Student Research Review, 2(1), 91-107. https://doi.org/10.53378/isrr.167
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