ABSTRACT
This study evaluates the status on the development, quality assurance and pilot testing of teacher-made reading materials to enhance reading skills of elementary pupils. The locale of the study is in Rizal Elementary School, Kananga I District, Leyte Division. The five (5) members of the quality assurance team of the district and the fifteen (15) learners were involved in the study. In assuring the quality and validity of the teacher-made reading materials, the researcher utilized the three (3) different evaluation and validation tools used by the Department of Education in the formulation of modules including parallel test. DepEd Regional Memorandum No. s2021-577, s. 2021 entitled, “Format Template and Guidelines on the Submission of Finalized Division Contextualized Learning Resources (DCLRs)”. Based on the result of the study, it can be concluded that the teacher-made reading materials developed demonstrated excellent quality and high acceptability in terms of content and instructional design as evaluated by the teacher-respondents during the field-testing validation. The findings further suggest that the contextualized and learner-centered nature of the material contributed significantly to its instructional effectiveness and suitability for classroom use. The consistent rating of “Strongly Agree” indicates that all indicators or criteria for a valid and quality assured teacher-made reading materials were attained, valid, reliable and it is appropriate for instructional utilization in the classroom to enhance the reading skills of the learners.
Keywords: Development, Quality Assurance, Pilot Testing, Teacher-Made Reading Materials, Reading Skills, Elementary Pupils
INTRODUCTION
Reading is widely recognized as one of the most essential foundational skills that learners must acquire during the early years of schooling. It serves as the gateway to learning in all subject areas, enabling pupils to access knowledge, develop critical thinking skills, and participate meaningfully in academic and social contexts. Without strong reading skills, learners often experience difficulties in understanding instructional materials, which can negatively affect their overall academic performance. Thus, ensuring that elementary pupils develop adequate reading abilities is a crucial responsibility of schools and teachers.
Despite the importance of reading literacy, many elementary learners continue to struggle with reading fluency, comprehension, and vocabulary development. Various studies have documented that a significant number of pupils in primary education encounter challenges in decoding words, recognizing vocabulary, and comprehending texts appropriate for their grade level. For instance, a study conducted among Grade 6 pupils found that reading comprehension difficulties remain prevalent among elementary learners, affecting their ability to perform academic tasks effectively across subjects (Billao, 2024). When reading difficulties persist during the early grades, they often lead to long-term academic challenges, highlighting the urgent need for targeted instructional interventions.
One of the major factors influencing reading development is the availability and quality of instructional materials used during reading instruction. Instructional materials serve as essential tools that support teachers in delivering effective lessons and facilitate pupils’ engagement with texts. According to research on instructional material development, reading materials must be carefully designed to align with learners’ interests, vocabulary levels, and learning needs to maximize their effectiveness in improving reading skills (Pratiwi et al., 2024). However, in many classrooms, commercially produced materials may not always match the linguistic level, cultural context, or interests of learners, particularly in diverse learning environments.
Because of these challenges, teachers often develop teacher-made or localized reading materials tailored to the specific needs and abilities of their pupils. Teacher-made materials allow educators to contextualize learning experiences, integrate familiar themes, and adjust the difficulty level of texts to support struggling readers. Research has shown that localized or researcher-made reading materials can significantly improve learners’ reading performance. For example, Galang et al. (2025) found that repeated reading using researcher-made localized materials significantly improved students’ reading fluency and accuracy, indicating that contextualized reading materials can effectively support literacy development. These findings emphasize the potential of teacher-developed materials as practical tools for addressing reading difficulties among learners.
Similarly, studies on instructional interventions have demonstrated that carefully designed reading materials and strategies can enhance learners’ reading comprehension and engagement. Baltonado and Velasco (2023) reported that subject-integrated instructional materials were effective in improving pupils’ mastery of reading comprehension skills such as identifying main ideas, sequencing events, and predicting outcomes. Their findings highlight the importance of developing instructional materials that directly address learners’ least mastered competencies in reading.
Another important consideration in the development of instructional materials is the process of quality assurance. Quality assurance ensures that instructional materials meet established standards of accuracy, readability, relevance, and alignment with curriculum competencies. Without proper quality review and validation, teacher-made materials may contain inconsistencies or may not adequately support the intended learning objectives. Effective quality assurance processes involve expert validation, alignment with curriculum standards, and evaluation of readability and appropriateness for learners. Ensuring the quality of teacher-developed materials is therefore essential to guarantee that they effectively support literacy instruction and contribute positively to learners’ reading development.
Furthermore, pilot testing plays a crucial role in evaluating the effectiveness of newly developed instructional materials before their full implementation. Pilot testing allows researchers and educators to determine whether the materials are understandable, engaging, and suitable for the target learners. It also provides empirical evidence regarding the materials’ effectiveness in improving reading skills. Through pilot testing, necessary revisions can be made to enhance the instructional value of the materials and ensure that they address the learners’ needs effectively.
In addition, research highlights that reading development is strongly influenced by access to appropriate learning resources and supportive learning environments. Studies have shown that limited access to reading resources and inadequate instructional support can hinder learners’ reading habits and literacy development (Quintano et al., 2025). This situation further underscores the need for schools and teachers to develop accessible, engaging, and contextually relevant reading materials that can support pupils’ literacy growth.
Given these considerations, the development, quality assurance, and pilot testing of teacher-made reading materials become a critical undertaking in improving the reading skills of elementary pupils. By creating instructional materials that are aligned with learners’ needs and validating their effectiveness through systematic evaluation, teachers can provide more meaningful reading experiences that enhance literacy learning. Moreover, such initiatives contribute to the broader goal of improving reading proficiency among elementary learners and strengthening literacy instruction in schools.
Therefore, this study seeks to develop teacher-made reading materials, ensure their quality through validation processes, and pilot test their effectiveness in enhancing the reading skills of elementary pupils. The findings of this study are expected to provide valuable insights into the design and implementation of effective reading materials that can support teachers in addressing reading difficulties and improving pupils’ literacy outcomes.
This study evaluates the status on the development, quality assurance and pilot testing of teacher-made reading materials to enhance reading skills of elementary pupils in Rizal Elementary School, Kananga 1 District, Leyte Division. The findings of the study were basis for the proposed instructional supervision plan.
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