Abstract
This study examined the effectiveness of the 4R’s (Read, Retell, React, Reflect) strategy in improving the reading comprehension of Grade 11 learners at Salvador Arollado Sr. Memorial High School, Masbate, Philippines. Anchored on Schema Theory, Constructivist Learning Theory, and Metacognitive Theory, the study employed a quantitative pre-experimental design using the one-group pre-test–posttest method. Total population sampling involved 190 Grade 11 learners, whose reading comprehension levels were assessed using the Philippine Informal Reading Inventory (PHIL-IRI). Data were analyzed using frequency, percentage, mean gain, and paired-samples t-test at the 0.05 significance level. Pre-test results revealed that 37.89% of learners were at the frustration level, 41.58% at the instructional level, and 20.53% at the independent level. Following the intervention, independent readers increased to 52.11%, while learners at the frustration level decreased to 4.21%. The paired-samples t-test established a statistically significant difference between pre-test and posttest scores (t = −16.939236, df = 189), indicating improved reading comprehension following implementation. The findings support the integration of the 4R’s strategy into reading instruction, regular diagnostic assessments, differentiated interventions, and continuous learner progress monitoring. However, the absence of a control group limits causal attribution. The study aligns with Sustainable Development Goal 4 (Quality Education) by supporting literacy development and improved learning outcomes. Its contribution to educational and institutional sustainability lies in providing evidence to strengthen school-based reading programs, enhance instructional practices, and promote independent reading and lifelong learning.