Background: Reading comprehension is one of the most fundamental cognitive abilities and plays a vital role in students' academic success. In the sixth-grade class of Haft-e Shahrivar Hana Girls' Primary School (Semirom), 18 students faced serious problems in reading comprehension such as slow reading, inability to identify main concepts, inability to answer questions correctly, and weak summarizing, which negatively affected their performance in all subjects, especially Persian and Science. These problems were rooted in traditional teaching methods, unfamiliarity with reading comprehension strategies, lack of motivation, and insufficient parental involvement. Objective: To strengthen the reading comprehension skill of sixth-grade students through active and participatory teaching methods. Methodology: Within the action research framework and with a qualitative-quantitative approach, first, the initial evidence was collected and analyzed through observation, interviews, and questionnaires. Then, 15 proposed solutions were presented, and the top 5 solutions including the "Yar-e Mehraban Project," cooperative and group teaching, creative and skill-oriented homework, establishing a classroom library, and integrating lessons with art and handicrafts were implemented throughout the academic year. Finally, the second evidence was collected and compared with the first. Findings: The results showed that all solutions had a positive and significant effect on strengthening reading comprehension. According to the questionnaire, interest in reading non-textbook books (33%), identifying the main idea (33%), summarizing ability (27%), and using reading comprehension strategies (22-27%) improved. All students' evaluations showed progress, and classroom observations and interviews with students, colleagues, and parents confirmed these improvements. Conclusion: By using active and participatory teaching methods, creating motivation, and providing a rich learning environment, students' reading comprehension skill can be significantly strengthened. These results emphasize the high capacity of action research in solving real classroom problems and improving educational quality.