Language Barriers in Reading Comprehension of Students

Abstract

This study examined the language barriers affecting reading comprehension among
Grade 11 students and developed contextualized reading materials for literature instruction.
Employing a descriptive-correlational research design, the study involved 166 Grade 11 students
from three secondary schools in Pili West District, Philippines, during School Year 2025-2026.
Results revealed that students demonstrated an "Approaching Proficiency" level in language
barriers (M=15.14, 50.46%), with grammar skills showing the greatest difficulty (M=4.98,
49.76%- Developing level). Reading comprehension performance was also at the "Approaching
Proficiency" level (M=16.25, 54.16%), with literal comprehension highest (M=6.39, 63.92%),
inferential comprehension lowest (M=4.55, 45.48%- Developing level), and evaluative/critical
comprehension in between (M=5.31, 53.07%). Correlation analysis revealed no significant
relationships between vocabulary, sentence structure, or grammar skills and any level of reading
comprehension (p > .05), leading to acceptance of the null hypothesis. These findings indicate
that language barriers alone are insufficient predictors of reading comprehension performance.
Using the ADDIE model, the researcher developed BASALIT (Build, Analyze, Synthesize,
Appreciate Literature) reading materials featuring culturally relevant Bicolano literary texts with
scaffolding activities addressing both linguistic and cognitive dimensions of reading. The study
concludes that effective reading materials must integrate vocabulary and grammar support with
higher-order thinking tasks while connecting to students' cultural experiences.