CHAPTER I
INTRODUCTION
Background of the Study
Reading is one of the most fundamental literacy skills, serving as a
foundation for all learning. It allows individuals to gain information,
understand their environment, and function effectively in society. Despite
years of education, many learners still struggle with reading comprehension
—a key component of literacy. Reading comprehension is the ability to
understand, interpret, and derive meaning from written text. Without it,
reading becomes a mechanical process, limited to decoding words without
truly grasping the message being conveyed.
The importance of reading comprehension cannot be overstated. It enables
learners to predict outcomes, sequence events, clarify confusing parts of a
text, and connect ideas to their prior knowledge and experiences. As
Gambrell, Block, and Pressley (2002, p.3) emphasized, “The most important
thing about reading is comprehension.” Similarly, Farris, Fuhler, and Walther
(2004, p.321) noted that reading comprehension involves understanding
vocabulary, making connections between concepts, organizing ideas, and
discerning the author’s intent.
Despite years of schooling, a significant number of Filipino students graduate
from senior high school still functionally illiterate. They can read text aloud
but lack the ability to comprehend, analyze, and apply the information. This
issue highlights the urgent need to address reading comprehension,
particularly at the foundational levels of education. According to national
assessments and various studies, functional illiteracy remains a critical
concern, undermining students’ ability to succeed in higher education,
employment, and daily life.
During their Off-Campus Practice Teaching, the researchers observed that
Grade 4 learners at Bangar Central School were struggling with reading
comprehension. Many learners could recognize words but were unable to
understand what they read, affecting their ability to meet expected learning
competencies. This gap led the researchers to explore ways to enhance
reading comprehension using localized reading material—texts that are
culturally relevant, contextually familiar, and tailored to the learners'
environment and experiences.
This action research aimed to strengthen the reading comprehension skills of
Grade 4 learners through the development and use of localized reading
material. By integrating content that is familiar and meaningful to the
learners, the researchers hoped to make reading more engaging and
comprehension more achievable. The intervention sought to address not only
the observed difficulties but also contribute to long-term literacy
development and help mitigate functional illiteracy in the early stages of
education.
Framework of the Study
The following theories and concepts served as the foundation of this action
research, guiding the development and implementation of localized reading
materials to improve learners' reading comprehension.
Cognitive Learning Theory by Jean Piaget
Piaget’s Cognitive Learning Theory emphasizes that learners actively
construct knowledge based on their developmental stages and cognitive
readiness. According to this theory, language acquisition and literacy skills,
including reading comprehension, are shaped by mental and physical
capabilities that emerge through interaction with the environment. Piaget
advocates for discovery-based learning, where students engage with real-
world objects and scenarios to form meaningful mental representations. In
the context of reading comprehension, this theory supports the use of
materials that match the learners’ cognitive levels—such as simple texts with
relatable images and narratives—enabling them to visualize and internalize
content more effectively.
Constructivist Learning Theory
Constructivism posits that learners build new knowledge by connecting it to
their prior experiences and existing understanding. Learning is viewed as an
active, individualized process where students interpret and internalize new
information based on their backgrounds. In reading comprehension,
constructivist theory emphasizes the importance of activating learners’
schema—prior knowledge—and encouraging them to make meaning of texts
through reflection and personal interpretation. Teachers play a guiding role,
facilitating learners’ construction of understanding rather than directly
delivering content. The use of localized reading materials aligns with this
theory by providing culturally familiar and contextually relevant content,
helping learners make personal connections and improve comprehension.
Zone of Proximal Development (ZPD) by Lev Vygotsky
Vygotsky’s concept of the Zone of Proximal Development highlights the
space between what a learner can do independently and what they can
achieve with the guidance of a more knowledgeable individual, such as a
teacher. This theory underscores the importance of scaffolding in learning,
especially in complex tasks like reading comprehension. Through targeted
support and appropriate challenges, learners gradually develop the ability to
perform tasks on their own. The use of localized reading materials within this
zone provides an ideal platform for scaffolding, as texts grounded in learners’
everyday realities make comprehension more accessible and foster
independent reading skills over time.
In summary, these theories collectively support the action research approach
taken in this study. By tailoring reading materials to the learners’
developmental stage, prior knowledge, cultural context, and need for guided
learning, the study aims to effectively enhance reading comprehension
among Grade 4 learners at Bangar Central School.
Statement of the Problem
This action research was conducted to develop and utilize a localized reading
material aimed at improving the reading comprehension skills of Grade 4
learners at Bangar Central School. Specifically, the study sought to answer
the following questions:
1. What are the least mastered and most mastered competencies in reading
comprehension among Grade 4 learners?
2. What localized intervention material can be developed to enhance the
reading comprehension skills of Grade 4 learners?
3. What is the level of content validity of the developed localized reading
material as evaluated by experts?
Assumptions
The following assumptions were made in the conduct of the study:
1. The least mastered reading comprehension competencies of Grade 4
learners can be improved through the use of localized reading material.
2. A localized reading material can be designed and developed to meet the
specific reading comprehension needs of Grade 4 learners at Bangar Central
School.
3. The localized reading material, when evaluated by a Master Teacher, will
be found to have an outstanding level of content validity.
Scope and Delimitations
This study was conducted at Bangar Central School and focused on
improving the reading comprehension of Grade 4 learners through the use of
localized reading material. A total of 24 learners participated in the study,
consisting of 14 males and 10 females. The research utilized a paper-and-
pencil test as the primary data collection method. The assessment materials
consisted of three adapted local stories, a 12-item multiple-choice test, and a
13-item word study activity. The intervention and data gathering were
carried out on June 20, 2022.
This study was limited to identifying the least mastered competencies in
reading comprehension, developing a localized reading material tailored to
those needs, and determining the content validity of the material. It did not
include long-term retention or post-intervention impact beyond the date of
administration.
Significance of the Study
This action research is beneficial to multiple stakeholders in the teaching and
learning community:
Learners
The study provides learners with reading materials that are familiar and
culturally relevant, which may help improve their comprehension skills by
making reading more engaging and easier to understand.
Teachers
Teachers can use the localized reading material as an effective tool to
support instruction and help learners practice and enhance their reading
comprehension. It also promotes the integration of context-based teaching
strategies.
School Administrators
The findings of the study can assist administrators in supporting teachers
with appropriate resources and strategies aimed at addressing reading
comprehension difficulties at the elementary level.
Researchers
The results validate that localized reading material is an effective
intervention in addressing reading comprehension issues among Grade 4
learners. It offers insights and recommendations for the implementation of
similar interventions.
Future Researchers
This study may serve as a reference or guide for future researchers
conducting related action research on improving reading comprehension
using localized or context-based materials.
Definition of Terms
Least Mastered Competency – Refers to reading comprehension skills that
learners have not yet fully developed. In this study, these include noting
details, identifying the main idea, word classification, and elaborative
thinking.
Localized Reading Material – Reading texts that are contextually and
culturally relevant to learners’ environments, used to enhance reading
comprehension and skills in early grade classrooms.
Level of Content Validity – The degree to which the localized reading material
aligns with educational objectives, as evaluated by three Master Teachers of
Bangar Central School.
Reading – The process of interpreting written symbols and deriving meaning
from them.
Reading Comprehension – The ability to understand, interpret, and make
meaning from written texts.
Reading Skills – The set of cognitive abilities that enable a person to decode,
understand, and engage with written texts.
REVIEW OF RELATED LITERATURE
Paragraph 1: Schema Activation Theory
The Schema Activation Theory posits that comprehension is significantly
enhanced when learners can relate new information to prior knowledge. In
recent years, scholars like Erten and Razi (2019) have emphasized that
activating students’ schema before and during reading allows for deeper and
more meaningful learning. This theory aligns closely with the use of localized
reading material, which draws upon the learners’ real-life experiences and
cultural contexts. When students encounter texts that reflect their own
environments, traditions, or values, they are more likely to understand and
retain the information. This familiarity bridges the gap between known and
unknown knowledge, making the reading process more intuitive and
enjoyable. For example, a student from a farming community may better
comprehend a story set on a rice field than one set in a foreign city. Localized
texts provide an accessible platform to build and activate background
knowledge, which in turn improves inferencing, summarizing, and predicting.
The schema theory reinforces the idea that readers are not passive
recipients of information but active processors who interpret texts through
their mental frameworks. Teachers using localized texts enable learners to
tap into their schema naturally without complex decoding. Therefore, the
Schema Activation Theory strongly supports the use of culturally relevant
materials in developing reading comprehension among elementary learners.
Paragraph 2: Culturally Relevant Pedagogy
Culturally Relevant Pedagogy (CRP), introduced by Ladson-Billings and
further developed in recent literacy research from 2019 onwards, is another
vital framework for this study. CRP advocates for the integration of students'
cultural experiences and community knowledge into the teaching-learning
process. Localized reading materials are a direct application of CRP, as they
are intentionally designed to reflect the learners’ backgrounds and lived
realities. When learners see themselves in the content they read, they feel
valued, recognized, and more engaged. Culturally grounded texts help affirm
students’ identities while promoting academic achievement. In the context of
reading comprehension, CRP suggests that learners are more likely to
understand, interpret, and enjoy reading when the material aligns with their
culture. The pedagogy also encourages teachers to become culturally
responsive, adjusting their teaching strategies to meet the diverse needs of
their learners. This approach reduces the disconnect between home and
school literacies and fosters more inclusive classrooms. CRP thus not only
supports improved comprehension but also promotes equity in educational
content delivery. Through the lens of CRP, the use of localized reading
materials emerges as a meaningful and effective intervention in early-grade
literacy.
Paragraph 3: Multimodal Literacy Theory
The Multimodal Literacy Theory, a development from New Literacy Studies,
emphasizes that literacy today involves more than reading plain text. From
2019 onward, educators and researchers have increasingly recognized that
learners engage with texts through various modes—visual, auditory,
linguistic, and contextual. In this theory, comprehension improves when
students interact with materials that combine images, language, and
culturally relevant context. Localized reading materials can be designed to
incorporate illustrations, dialogues, and environmental cues that are familiar
to the learners. This multimodal approach helps learners make better sense
of what they are reading because the information is presented in multiple,
reinforcing ways. For instance, a story about a local festival with
accompanying illustrations and familiar dialect terms enhances both visual
and textual literacy. Multimodal texts support varied learning styles, allowing
visual, auditory, and kinesthetic learners to engage in meaningful reading
activities. They also foster critical thinking and interpretation, as students
learn to derive meaning from more than just words. In early-grade
classrooms, where attention spans and literacy levels vary widely,
multimodal localized texts serve as powerful tools to bridge gaps in
comprehension. Therefore, Multimodal Literacy Theory validates the
strategic design of localized reading materials as a means of strengthening
reading comprehension.
Paragraph 4: Contextualized Learning
Contextualized learning is a concept that emphasizes the importance of
placing new information within a familiar and relevant context for the learner.
When students can relate lesson content to real-life experiences, learning
becomes more meaningful and retention improves. In reading,
contextualized learning allows students to better understand characters,
settings, and events because they can visualize and emotionally connect
with them. Localized reading materials are inherently contextualized,
presenting stories, language, and scenarios that reflect students’ immediate
surroundings. This relevance enhances comprehension by reducing cognitive
load—the effort needed to decode unfamiliar contexts. For instance, a story
set in a barangay fiesta is more relatable to rural Filipino children than one
set in a Western holiday scene. Contextualized learning also motivates
learners because they see the value and purpose of reading in their daily
lives. It fosters practical understanding, which is especially important in the
development of functional literacy. Teachers using this concept can tailor
instruction to students’ needs, making reading a tool for both academic and
real-world success. Overall, contextualized learning strongly supports the
development and use of localized reading materials to strengthen
comprehension in elementary students.
Paragraph 5: Reading Engagement
Reading engagement is a critical factor in literacy development, especially
for young learners. Engaged readers are those who read frequently, think
deeply, and find personal meaning in the texts they encounter. Research
from 2019 onwards has shown that one of the strongest predictors of reading
comprehension is the learner’s level of engagement. Localized reading
materials naturally enhance engagement because they reflect the learners’
own lives, interests, and cultural experiences. When students read stories
that resemble their communities or personal experiences, they are more
curious and eager to continue reading. Engagement also increases
motivation, which leads to more time spent on reading and better
comprehension outcomes. Engaged readers are also more likely to use
reading strategies such as questioning, predicting, and clarifying. Teachers
who use localized materials foster a sense of ownership and connection
between the reader and the text. This emotional and intellectual investment
is key to developing lifelong reading habits. Therefore, reading engagement
as a concept strongly reinforces the effectiveness of localized reading
material in improving reading comprehension among young learners.
Paragraph 6: Functional Literacy
Functional literacy refers to the ability to read and comprehend information
well enough to function effectively in everyday life. Despite improvements in
educational access, recent national assessments and international studies
(e.g., PISA 2018, sustained through 2021 reports) have shown that many
Filipino learners struggle with basic comprehension skills. This functional
illiteracy is evident even among senior high school graduates who are unable
to analyze simple texts or follow written instructions. Addressing this issue
requires early and targeted interventions, such as localized reading materials
that are relatable and meaningful to learners. When comprehension is
strengthened in the early grades, students develop the foundational skills
needed for academic success and daily life. Localized texts prepare students
to interpret, apply, and evaluate written information in their own context.
They also support the development of vocabulary, sentence structure, and
logical reasoning. Functional literacy is not just an academic goal—it is
essential for personal, social, and economic well-being. By aligning
instruction with learners’ realities through localized materials, schools can
better combat the long-term effects of functional illiteracy. As such,
functional literacy is a key concept that underscores the purpose and
urgency of this action research.
REFERENCES
Theories:
Erten, I. H., & Razi, S. (2019). Schema theory and reading comprehension:
The impact of cultural familiarity in reading materials. Reading in a Foreign
Language, 31(1), 1–18.
Ladson-Billings, G. (2021). Culturally relevant pedagogy: Asking a different
question. Harvard Educational Review, 91(2), 263–270.
https://doi.org/10.17763/1943-5045-91.2.263
Jewitt, C. (2019). Why multimodality matters in education. In C. Jewitt (Ed.),
The Routledge handbook of multimodal analysis (2nd ed., pp. 15–28).
Routledge.
Concepts:
Prawat, R. S. (2020). Contextual teaching and learning: Why it matters in
modern classrooms. Educational Psychologist, 55(3), 170–184.
https://doi.org/10.1080/00461520.2020.1742953
Guthrie, J. T., Klauda, S. L., & Ho, A. N. (2019). Modeling the relationships
among reading instruction, motivation, engagement, and achievement for
adolescents. Reading Research Quarterly, 54(4), 479–493.
https://doi.org/10.1002/rrq.255
OECD. (2020). PISA 2018 results (Volume I): What students know and can do.
Organisation for Economic Co-operation and Development.
https://doi.org/10.1787/5f07c754-en
