Abstract

This study examined TactiText, a multisensory approach using tactile, visual, and auditory activities to support reading comprehension among Grade 5 learners. Conducted with 50 Grade 5 students at San Gabriel Elementary School and guided by Schema Theory, it addressed literal, interpretive, and critical comprehension and considered learner motivation and confidence. The study used a quasi-experimental pretest–posttest design involving 50 Grade 5 learners from San Gabriel Elementary School. Data were collected through comprehension tests, observation checklists, and surveys of TactiText’s sensory features. Frequency, percentage, mean, standard deviation, and a paired t-test were used in the analysis. Reading-comprehension performance among Grade 5 learners improved after the use of TactiText. Pretest scores placed all domains at the instructional level, whereas posttest outcomes reached independent or higher instructional levels, with the greatest gains in literal comprehension, followed by interpretive and critical comprehension. Statistical analysis indicated that the improvements were highly significant (p < 0.0001). Learners rated TactiText as “Very Satisfactory,” particularly for visual clarity and image quality, and observations showed increased participation, collaboration, and enthusiasm. Some learners continued to experience difficulty with critical-comprehension questions requiring higher-order thinking, limited vocabulary, and hesitation when expressing personal interpretations. The findings indicate that TactiText supported reading comprehension, particularly at the literal and interpretive levels. Continued vocabulary development, guided critical questioning, and opportunities for discussion are recommended.