2024 IJRSE – Volume 13 Issue 5
Available Online: 1 June 2024
Author/s:
Heraña, Maricel D.
Sto. Rosario Elementary School, Philippines (maricel.herana@deped.gov.ph)
Azarias, Ranec A.*
Ilocos Sur Polytechnic State College-Tagudin Campus, Philippines (ranecaz@gmail.com)
Abstract:
The context of reading instruction has been explored by various studies. This study revealed salient findings that provided implications for practice. Undoubtedly, they offer areas for further exploration. This motivated this study to investigate the reading difficulties of learners as bases in the development of an intervention material. Thematic analysis of the extended texts revealed that learners have difficulty in understanding vocabulary from the reading texts and answering comprehension questions. With these difficulties, an intervention material was developed in which local stories were used. Result of the evaluation of this material revealed that its level of validity is very high. Hence, the material is valid, useful, and acceptable. Nonetheless, using materials that are familiar to learners like the using the stories found in the community facilitates better understanding of any reading texts. The familiarity of the material allows learners to relate to it; thus, improving their vocabulary and reading comprehension. Finally, this study suggests that reading materials should be contextualized, but other materials from outside the context of the learners should be used sparingly to expose learners to various cultures and ideas.
Keywords: contextualization, indigenization, intervention material, reading difficulties, localized materials
DOI: https://doi.org/10.5861/ijrse.2024.24036
Cite this article:
Heraña, M. D., & Azarias, R. A. (2024). Grade three learners’ reading difficulties: Inputs to the development of an intervention material. International Journal of Research Studies in Education, 13(5), 89-96. https://doi.org/10.5861/ijrse.2024.24036
* Corresponding Author