This study focuses on the effectiveness of employing Cartoon Cum Strategic Intervention Material as learning instructional techniques to improve Grade 5 learners' ability to make meaning from text. This intervention encourages students to focus on big ideas and to consider how specific details contribute to the big picture. Cartoons can be organized in non-linear way to emphasize the complexities of concepts. Learning, is an active process in which humans construct meaning and interpret circumstances based on their prior knowledge and experiences. The scope of this study includes thirty Grade 5 elementary students from Ateneo Casa Famiglia Servants of the Poor, Inc. prior to employing cartoon cum strategic intervention as teaching material, the researchers assessed the learners' grasp of making meaning from text acquisition. They also carefully evaluated and observed data from Grade 5 students based on pretest and posttest scores on instructional exemplars, as well as the attitudes of students who had been exposed to their logic and reasoning ability, visual and auditory processing, and sustained and selective attention. This study demonstrates that there is a significant difference between the pretest and posttest of Grade 5 students who were exposed to the Cartoon Cum Strategic Intervention Material. This paper assists the researchers in developing a lesson exemplar in English 5 based on the study's findings, as well as gaining a deeper understanding of the said learning technique and its efficacy with young learners. The use of cartoons in the creation of learning materials appeals to students' intrinsic motivation because they are more enjoyable to students to share and review.