Developing Localized Reading Materials: Addressing Comprehension Level of Key Stage 1 and 2 Learners

Abstract

This action research investigated the reading comprehension conditions of Key Stage 1 and Key Stage 2 learners in Parang Cueva Elementary School, an island school under the Schools Division of Batangas City. The study examined the profile of teachers, the effectiveness of existing reading interventions, challenges encountered in teaching reading comprehension, and the development of localized reading materials as an intervention. Using a descriptive-survey design, data were gathered from seven teachers through a self-administered questionnaire. Results revealed that the interventions employed were largely extremely effective in improving comprehension, fluency, word recognition, and reading enjoyment. No significant relationship was found between teachers’ profile variables and the effectiveness of interventions. Based on the findings, localized reading materials grounded in learners’ context were developed to further enhance comprehension and engagement.