Development and Expert Validation of a Think-Aloud and DRTA-Integrated Self-Learning Module for Grade 6 Learners' Literal Reading Comprehension

National literacy campaigns have continued for some time, numerous upper elementary pupils across the Philippines still struggle to locate information that should be readily available in a text. This design research created and validated a contextualized self-learning manual (SLM) that incorporates both Think-Aloud Reading Technique and DRTA to improve Grade 6 pupils’ literal reading comprehension in a public school located in a semi-urban area of Tarlac province, Philippines. The model of Analysis, Designing, and Development based on the ADDIE principle was used. A diagnostic test conducted on 75 students revealed that 70.67% of respondents read at the frustration level, while only 2.67% at the independent level. On a 10-item literal comprehension test, the mean difficulty index was reported to be 0.24, with 6 items coming under the category of difficult tasks. The analysis of students’ performance shows that three literacy tasks performed by pupils were the easiest to accomplish hence demonstrating the least mastery level among respondents. The self-learning package comprises written think-aloud models, predict–read–prove cycles, and metacognitive checkpoints. The module was rated by five expert validators using the Learning Resource Management and Development System (LRMDS) developed by the Department of Education of the Philippines. The system received high scores against all criteria, specifically 25.00 points for content; 62.80 points for format; 18.60 points for presentation and organization; and 24.00 points for accuracy; winning an overall 90.56% of the highest score. The obtained data demonstrate how item-level diagnostics could be transformed into a strategy-based, curriculum-inclined remedial material.