ABSTRACT

   This study addresses the decline in reading comprehension among Filipino Grade Six pupils, exacerbated by the COVID-19 pandemic and limited exposure to informational texts. The objective was to develop and evaluate supplementary e-modules in reading, focusing on the least mastered skills. The least mastered reading competencies were identified using the Asian Psychological Services and Assessment's Standards-Based Assessment (APSA-SBA) test. The developed e-modules were evaluated by experts and teachers. The Fry Graph Readability Formula was used to determine the reading level of the texts. The evaluation by experts and teachers showed strong agreement on the e-modules' quality in terms of content, instruction, and technical aspects. There was no significant difference in their evaluations. The Fry Graph analysis confirmed the texts' grade-level appropriateness. The study concluded that e-modules are a valuable resource to address the identified reading gaps. It is recommended that the e-modules be integrated into the Grade Six reading program to enhance students' comprehension skills.

KEYWORDS

Reading Comprehension, Informational Texts, Supplementary E-modules, Least Mastered Competencies, Fry Graph, Readability Formula, Content Quality, Instructional Quality, Technical Quality.

REFERENCES

Acedillo, N. (2023). Improving the Reading Comprehension Skills of Grade 5 Pupils through Contextualized Learning Materials: A School-Based Research

Ayado, D., & Berame, J. (2022). Effectiveness of supplementary modular learning materials to grade 12 students in science, technology, engineering, and mathematics track in stoichiometry. International Journal of Educational Policy Research and Review, 9(4), 2955–2120.

Bruggink, M., Swart, N., van der Lee, A., & Segers, E. (2022).

Theories of Reading Comprehension. Putting PIRLS to Use in Classrooms across the Globe

Coll, C., & Engel, A. (2022). Integration of ICTs in teaching practices: Propositions to the SAMR model. Educational Technology Research and Development, 71, 563–578. https://doi.org/10.1007/s11423-022-10169-x

Clark, R., & Meyer, R. (2023). e-Learning and the Science of Instruction (5th ed.) [Review of e-Learning and the Science of Instruction]. Wiley.

Federe, R. M., Gomonid, H., Jose, J., & Genelza, G. G. (2023).

Assessing the comprehension of the students in Philippine fable short stories: Basis For an intervention

program. Journal of Languages, Linguistics and Literary Studies, 3(1), 37-46.

Geasin, J., & Bentula, L. (2022). Least Mastered Competencies in Reading and Writing of Grade 11 Learners: Basis for Classroom Enhancement Activities.

Grabe, W., & Yamashita, J. (2022). Explaining Reading Comprehension: Models

of Reading. In Reading in a Second Language: Moving from Theory to

Practice (Cambridge Applied Linguistics, pp. 129-144). Cambridge:

Cambridge University Press.

Göçen-Kabaran, G., & Uşun, S. (2021). Evaluation of the professional development program in digital material design according to the Kirkpatrick's model. International Journal of Curriculum and Instructional Studies, 11(1), 65– 88.

Hughes, J. E. (2022). Assessing technology integration: The RAT– replacement, amplification, and transformation-framework. Society for Information Technology & Teacher Education International Conference, 2006(1), 1–8

Jimenez, E. (2020). Contextualized E-Learning Resource: A Tool for Stronger

Academic Platform. International Journal of Case Studies in Business, IT, and Education (IJCSBE), 4(2), 110-116. DOI:

Liman Kaban, A., & Karadeniz, S. (2021). Children’s Reading Comprehension and Motivation on Screen Versus on Paper. SAGE Open, 11(1), 215824402098884.

Mampota, S., Mokhets’engoane, S. J., & Kurata, L. (2023).

Connectivism Theory: Exploring its Relevance in Informing

Lesotho’s Integrated Curriculum for Effective Learning in the Digital Age. European Journal of Education and Pedagogy, 4(4), 6–12.

Misanes C. H & Pascual E, (2023). Philippine Informal Reading Inventory (Phil-IRI) Performance of Grade 8 Students: Basis for a Reading Intervention Program, Psychology, and Education: A Multidisciplinary Journal, 13(3): 276-290

Murphrey, T. P., Richburg, A. W., Leggette, H. R., Norris-Parish, S. L., & Parrella, J. A. (2023). Ready, Set, communicate: Measuring Usability of Instructional Modules Designed to Improve Communications Skills of Students Studying Agricultural Sciences. Journal of Applied

Communications, 107(2).

Newman, D., & Blanchard, O. (2019). Human/Machine: The future of our partnership with machines. Kogan Page.

Nurul Rezky Alya, Arifin Arifin, & Syarifa Rafiqa. (2024). DESIGNING SUPPLEMENTARY READING E-WORKSHEET BASED ON SDGs (SUSTAINABLE DEVELOPMENT GOALS) Borneo Journal of

English Language Education, 5(2). https://doi.org/10.35334/bjele.v5i2.4885

Pardede, P. (2019). Print vs Digital Reading Comprehension in EFL: A Literature Review. JET (Journal of English Teaching), 5(2), 77.

Pingil, N. (2022). Development and Validation of Instructional Modules in Enhancing the Study and Thinking Skills of Learners. Psychology and Education: A Multidisciplinary Journal.

Pressley, T., Allington, R. L., & Pressley, M. (2023). Reading Instruction That Works: The Case for Balanced Teaching. Guilford Publications.

Robin, S. J., & Aziz, A. (2022). The use of digital tools to improve vocabulary acquisition. International Journal of Academic Research in Business and Social Sciences, 12(1), 2472–2492. https://doi.org/10.6007/IJARBSS/v12-i1/12198

Sagun, L. D. (2019). Enhancement of Reading Comprehension Skills of Grade Six Pupils through Localized Learning

Material. Ascendens Asia Journal of Multidisciplinary Research Abstracts, 3(2D).

Serrano-Mendizábal, M., Villalón, R., Melero, Á., & Izquierdo- Magaldi, B. (2023). Effects of two computer-based interventions on reading comprehension: Does strategy instruction matter? Computers & Education, 196, 104727.

Smith, R., Snow, P., Serry, T., & Hammond, L. (2021). The Role of Background Knowledge in Reading Comprehension: A Critical Review. Reading Psychology, 42(3), 214–240.

Stiegler-Balfour, J. J., Roberts, Z. S., LaChance, A. S., Sahouria, A. M., & Newborough, E. D. (2023). Is reading under print and digital conditions equivalent? Differences in reading and recall of expository text for higher and lower ability comprehenders. International Journal of Human-Computer Studies, 176, 103036.

Terrell, S. (2019). Integrating technology in the classroom: Benefits and challenges. Journal of Educational Technology, 16(3), 45–50. https://www.jstor.org/stable/10.2307/26744321

Tomlinson, B. (2023). Developing Materials for Language Teaching.

In Google Books. Bloomsbury Publishing.

Tulsiani, R. (2024). Elevating eLearning: Strategies for Engaging and Effective Online Materials. Journal of Educational Technology, 55(2), 120-135

Utecht, J., & Keller, D. (2019). Becoming relevant again: Applying connectivism learning theory to today's classrooms. Critical Questions in Education, 10(2), 107-119.

Wahyuni, D., & Marlina, L. (2021). The development of digital teaching materials: An evaluation from teachers and experts. Journal of Education and Learning, 15(2), 215–222.

Young, J., & PhD. (n.d.). Identifying and Evaluating Instructional Materials. Iu.pressbooks.pub; IUPUI Center for Teaching and Learning.