ABSTRACT
Reading comprehension is essential for developing students’ critical thinking and problem-solving abilities, making it a vital foundation for academic success across subject areas. This study employed a qualitative methodology to assess the reading comprehension levels of Grade 10 students in Sto. Domingo, Albay, and to identify the factors affecting their comprehension skills. The goal was to justify the development of culture-based reading materials to improve students’ comprehension. The primary assessment tool was the Philippine Informal Reading Inventory (Phil-IRI) Pre-Test. Out of six hundred forty-seven students who took the Grade Screening Test (GST), only sixty passed, and five hundred eighty-five proceeded to Stage Two. Among students given texts two grade levels below, one hundred sixty-nine were independent readers, one hundred twenty-one were instructional, and eighty-six were at the frustration level. For students assessed with texts three grade levels below, one hundred four were independent, eighty-one were instructional, and sixty-one were at the frustration level. Focus group discussions were conducted to explore underlying causes, revealing four major influencing factors: individual, family, school, and community. These findings emphasized creating culturally responsive reading materials rooted in students’ local experiences, values, and traditions. Such materials can strengthen comprehension by connecting reading content with learners’ backgrounds and lived realities, making reading more meaningful and engaging.
Keywords: reading comprehension level, factors influencing reading comprehension development, Grade 10 students, Philippine Informal Reading Inventory, and culture-based reading materials
INTRODUCTION
Reading comprehension is a multifaceted cognitive process encompassing understanding, interpreting, and critically analyzing written texts. It extends beyond mere word recognition to construct meaning, identify main ideas, make inferences, draw conclusions, and connect new information with prior knowledge. This skill is foundational for academic achievement, career success, and lifelong learning. In today's digital and information-rich society, where the ability to synthesize and critically assess information is vital, strong reading comprehension skills are more essential than ever.
As global educational priorities shift toward ensuring inclusive and equitable quality education, reading comprehension has become a central focus in addressing disparities in student performance. The United Nations Sustainable Development Goals (SDGs), particularly SDG 4, emphasize quality education and lifelong learning opportunities for all, reinforcing the importance of foundational skills such as reading comprehension. This skill supports many cognitive abilities, including critical thinking, problem-solving, and effective communication—essential for modern society's functioning.
However, reading comprehension remains a persistent challenge in many educational systems worldwide. According to the Programme for International Student Assessment (PISA), many students struggle to achieve proficiency in reading. Several interrelated factors influence these challenges, including prior knowledge, vocabulary, text complexity, socioeconomic status, and cultural context. Educators have adopted varied approaches to these issues, including explicit instruction, vocabulary training, and culturally responsive teaching strategies.
In the Philippines, reading comprehension continues to be a pressing concern. The Department of Education (DepEd) has acknowledged the critical role that reading skills play in academic performance and national development. In response, it has implemented numerous programs aimed at improving reading outcomes. An example of such an initiative is the Philippine Informal Reading Inventory (Phil-IRI), which was launched during the 2011–2012 school year. This program aimed to assess and categorize students' reading abilities into three levels: independent, instructional, and frustration, allowing teachers to tailor instruction based on individual needs. This diagnostic approach represents a significant step toward data-driven education reform.
Despite these efforts, the Philippines struggles with poor reading comprehension outcomes. In the 2022 PISA results, the Philippines placed 77th out of 81 participating countries in reading, science, and mathematics, highlighting a continuing gap in literacy and academic performance. Although there was a slight improvement in reading scores, Filipino students, particularly those in Grade 9, remained significantly below the global average. This disparity has profound implications for students' academic trajectories and future career opportunities, making it imperative to examine and address the underlying causes of poor reading comprehension.
In 2023, the Department of Education (DepEd) introduced the National Learning Recovery Program (NLRP) to address learning gaps resulting from the pandemic and pre-existing educational challenges. A key component of this initiative is the National Learning Camp (NLC), which targets students in Grades 7 and 8 and focuses on enhancing competencies in English, Science, and Mathematics. The NLC featured three distinct learning tracks—Enhancement, Consolidation, and Intervention—each designed to cater to different learner profiles. A primary aim of the NLC was to improve reading comprehension by addressing students' learning needs through targeted support.
In January 2024, DepEd introduced another significant intervention—"Catch-Up Fridays"—to dedicate one day each week to literacy-focused activities. This initiative was complemented by implementing the Rapid Literacy Assessment (RLA) and the revised Phil-IRI in DepEd Region V, including Bicol. These assessments evaluated decoding and comprehension skills in English and Filipino, enabling educators to gather accurate data and develop responsive teaching strategies. These efforts demonstrate DepEd's continued commitment to improving reading literacy through instruction, assessment, and intervention.
Despite these national efforts, challenges remain at the local level—grade 10 students in Sto. Domingo, Albay, continues to face challenges in developing their reading comprehension skills. These difficulties hinder their ability to process information effectively, slowing the pace of learning and negatively affecting academic performance. Contributing to this problem is the lack of accessible and relevant reading materials tailored to these students' cultural context and specific needs. As a result, reading instruction often fails to engage learners meaningfully, further widening the comprehension gap and limiting students' educational and professional prospects.
Recognizing these persistent issues, there is a need to adopt a more localized and culturally responsive approach to reading instruction. The development of culture-based reading materials presents a promising solution. Reading materials become more relatable and engaging by incorporating content that reflects the students' cultural heritage, daily experiences, and community values. This, in turn, enhances motivation, comprehension, and overall academic performance. When students see their identities and communities reflected in the texts they read, they are more likely to connect emotionally and intellectually with the content, facilitating deeper learning and better retention.
One proposed intervention to address these challenges is the integration of "Community Chronicles: A Journey Through Domingueños' Local Culture, Traditions, and Way of Life" into reading programs. This culture-based reading material aims to bridge the comprehension gap by fostering cultural awareness, sensitivity, and empathy while developing essential reading skills. The material will serve as a medium for promoting inclusivity, enhancing critical thinking, and nurturing independent reading habits. Furthermore, it is designed to support teacher-student interactions, encourage parental involvement, and utilize community resources, creating a holistic learning environment.
The implementation of culture-based materials also aligns with pedagogical research that highlights the benefits of contextualized learning. Such materials foster academic engagement and improve language acquisition and vocabulary development. When used with regular reading assessments and teacher professional development, these interventions can produce meaningful and sustainable improvements in student outcomes. Additionally, incorporating localized content into the curriculum underscores the importance of valuing diversity and promoting equity in education.
Given these considerations, this study sought to determine the current reading comprehension levels among Grade 10 students in Sto. Domingo, Albay, and to determine the factors that affect the development of their reading comprehension skills. Through this analysis, the study aimed to design and implement culturally relevant and pedagogically sound culture-based reading materials. By doing so, it endeavors to close the existing reading comprehension gap, enhance academic performance, and contribute to the long-term educational development of Filipino learners.
Ultimately, the rationale behind this study is grounded in the belief that effective reading instruction must be both evidence-based and culturally relevant. By integrating localized content into reading interventions and using data to guide instructional decisions, teachers can more effectively address the diverse needs of learners. In doing so, the education system can foster academic success and empower literate and culturally aware citizens prepared to thrive in a rapidly changing world.
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