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Published in
Academic Frontiers
Pictoreads: Harnessing the Magic of Images to Ignite Learners' Reading Flames
Academic Frontiers, 2(4), 92-100, ISSN: 3082-4400, 2026.
Recommended Citation:
Mondragon, L. C., & Buenviaje, L. C. (2026). Pictoreads: Harnessing the Magic of Images to Ignite Learners' Reading Flames. Academic Frontiers, 2(4), 92–100. https://doi.org/10.5281/zenodo.19992734
Author(s)
Mondragon et al.
Abstract
This study examined the effectiveness of Pictoreads, a researcher‑designed picture‑based reading intervention, in improving the reading comprehension of Grade 7 struggling readers at Rev. Tomas Conejar National High School, Tapaz, Capiz. Anchored on schema theory, dual coding theory, multimodal learning theory, constructivist theory, and emotional intelligence theory, the intervention integrated carefully aligned visual illustrations with selected literary texts to enhance learners’ meaning‑making during reading. A quasi‑experimental pretest-posttest design was employed, involving two intact groups identified as struggling readers through school‑based reading assessments. The experimental group received instruction using Pictoreads during regular English classes, while the control group received conventional text‑based instruction. Reading comprehension was measured using a validated researcher‑made test administered before and after the intervention. Results revealed that, before the intervention, both the control and experimental groups were at the “Fair” level of reading comprehension, with no significant difference in their pre‑test performance. After the intervention, the control group improved to a “Satisfactory” level, while the experimental group attained a “Very Satisfactory” level of reading comprehension. Statistical analysis further indicated a significant difference in post‑test performance between the two groups. Moreover, a significant difference was found between the pre‑test and post‑test performances of both groups, indicating improvement; however, learners exposed to Pictoreads demonstrated significantly greater gains than those in the conventional instruction group. The study concludes that Pictoreads is an effective and feasible classroom‑embedded intervention for enhancing the reading comprehension of junior high school struggling readers. The findings affirm the instructional value of picture‑supported texts in facilitating comprehension, activating prior knowledge, and sustaining learner engagement. The study recommends integrating picture‑based reading materials into secondary English instruction and school‑level reading programs to address persistent literacy challenges in similar educational contexts.
Keywords
Pictoreads, Reading comprehension, Struggling readers, Quasi-experimental design, Picture-based reading intervention, Multimodal learning
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