<![CDATA[Indonesian students’ reading literacy remains low, and classroom strategies that help primary students integrate what they read with what they already know need controlled evidence. Drawing on schema theory and the Construction–Integration model, this study tested whether a Know-Want-Learn (KWL) routine, which activates prior knowledge, sets reading goals, and prompts post-reading integration, produces larger comprehension gains when delivered with the illustrated digital texts of the Let’s Read app than conventional cooperative learning. A nonequivalent control-group quasi-experiment was conducted with two intact fifth-grade classes (N = 48; n = 24 per class) in a public elementary school in Purwakarta, Indonesia. Both classes received four 2 × 60-minute sessions with the same reading materials. Comprehension was measured with a researcher-developed 10-item essay test (Cronbach’s α = .78 in a pilot with 22 students). The groups were equivalent at pretest (Mann–Whitney U = 312.5, p = .618). Gain scores (posttest − pretest) were higher in the experimental group (M = 16.67, SD = 10.24) than in the control group (M = −7.17, SD = 8.41), t(46) = 8.81, p < .001, Cohen’s d = 2.54, 95% CI [1.78, 3.30]; a pretest-adjusted ANCOVA gave the same conclusion (adjusted difference = 22.54 points, p < .001). Because the effect is very large, comes from two classes, and was measured with a researcher-developed test, it is best read as preliminary evidence that the integrated package is associated with higher comprehension scores, not as proof of a specific mechanism or of the superiority of either component.]]>
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