This action research applies the concept of hybrid instruction, as an instrument in developing reading comprehension skills of 35 grade 6 struggling readers of Demesa Elementary School. The study adopts the descriptive quantitative, that gauges the positive effects of technology-based instruction using online learning modules, through the use of computers and or other available digital technology and platforms capable of performing prescribed learning activities. The identified struggling readers engage in 20 stories in whichever they prefer; distant learning or face-to-face instruction. They engage with the online modules through viewing, listening, reading, and comprehension check. To interpret comprehension level, the software generated scores of each pupil in every story are converted to a percentage. Once they had finished the online modules they have undergone a post-assessment test. The result of both pre and post assessment, comparison of data through T-Test Two-Sample Assuming Equal Variance reflects a 66% increase in reading comprehension. This technological approach in ameliorating comprehension skills through established techniques facilitate learners in processing ideas to be able to answer comprehensively. This also shows that digital technology is more motivating among learners especially that their age is inclined in digital media. Pupils are eager and easily learn in times they are interested in things they are doing; intrinsic motivation became part of the comprehension process. The increase in reading comprehension of target participants tells that COLLAP is a powerful tool in distance learning that it can be catered in times when face-to-face instruction is not applicable due to the absence of learners. This also shows that parents have an integral part in enriching their learners' academic performance, their participation, as well as their support, becomes the key factor of children's achievement in both distant learning and face-to-face instruction.