Learners’ level of reading comprehension: Basis for contextualized reading materials

This study investigated the efficacy of contextualized reading materials (CRMs) in improving reading comprehension level among Grade 3 learners. The study was anchored on the cognitivist theory developed by Jean Piaget (1950). This study employed a qualitative approach with an emphasis on a descriptive research design. In selecting the respondents, a purposive sampling was utilized, of which 35 learners from the two (2) sections of Grade 3 were part of the study. Using Phil-IRI results, significant challenges in reading comprehension were identified, with most learners classified under the “Frustration” level. The CRMs development aimed to address these challenges by aligning with educational standards, incorporating real-world examples, and promoting active engagement. Validation across six criteria, including Intellectual Property Rights, Learning Competencies, and Readability, indicated strong compliance with minor areas for improvement. Post-CRMs utilization assessments revealed significant improvements in reading comprehension levels, supported by Wilcoxon tests. Observations during implementation highlighted increased learner interest and performance in reading activities. Recommendations include tailoring materials to accommodate varying comprehension levels, aligning with curriculum objectives, and enhancing readability. This study contributes to effective literacy interventions and underscores the importance of collaboration among educators, parents, students, and administrators to support reading comprehension development.