Development of Contextualized Short-Story Based Reading Intervention Materials

Authors

  • Ladymar Caliputoc Apayao State College Author

DOI:

https://doi.org/10.64358/sih.v2i2.90

Keywords:

Keywords: reading intervention, short story-based material, reading proficiency, instructional material development, elementary literacy

Abstract

This study aimed to develop and validate a Contextualized Short Story-Based Reading Intervention Material for Grade 5 pupils at Balasi Elementary School to address declining reading proficiency, where most learners performed at frustration and instructional levels in the pre-test assessment. Using a developmental-descriptive research design under the Research and Development (R&D) approach, the study employed a modified ADDIE model focusing on analysis, design, and development phases. Six expert validators, composed of Grade 5 teachers and Master Teachers selected through purposive sampling, evaluated the material using a structured questionnaire adapted from the DepEd Learning Resource Management and Development System (LRMDS). Weighted mean was used to analyze the data. Findings identified major reading difficulties in word recognition, fluency, vocabulary, and comprehension. The developed material, which integrated contextualized short stories and comprehension-focused activities, obtained a weighted mean of 4.00 interpreted as Very Satisfactory. The study concluded that the material is highly valid, learner-centered, and effective in supporting reading proficiency development among elementary learners.

References

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Published

2026-06-15

Issue

Vol. 2 No. 2 (2026): Studies in Interdisciplinary Horizons

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Articles

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