Home⇛The Advanced Social Science in Research Journal⇛vol. 1 no. 5 (2026)

Reading Comprehension of Grade 7 Learners in Selected Far-flung Schools in Sta. Cruz, Zambales: Input to Contextualized Reading Material

Mia Pearl Militar | Filipa Rico

Discipline: Education

 

Abstract:

This study assessed the reading comprehension levels and challenges of Grade 7 learners in selected far-flung schools in Sta. Cruz, Zambales, as a basis for developing contextualized reading materials. A descriptive-correlational research design was employed among 177 Grade 7 learners from Mapalad Elementary School and Guisguis National High School. Data were gathered using a validated reading comprehension test based on Barrett’s Taxonomy, covering literal, inferential, and critical comprehension, and a questionnaire measuring learners’ reading challenges across the same domains. Frequency, percentage, weighted mean, independent-samples t-test, and Pearson product-moment correlation coefficient were used to analyze the data. Findings revealed that more than half of the respondents were male. The learners demonstrated a developing overall level of reading comprehension, with proficiency in literal comprehension but developing performance in inferential and critical comprehension. Overall reading challenges were rated high, with greater difficulties in inferential and critical comprehension. No significant overall difference was found in reading comprehension when grouped according to sex; however, male learners performed significantly higher in inferential comprehension. Significant sex-based differences were found in literal and inferential comprehension challenges, while no significant differences were observed in critical and overall challenges. Moreover, no significant relationship was established between overall reading comprehension and perceived reading challenges. Based on the findings, contextualized reading materials anchored on Moll’s Funds of Knowledge Framework were recommended to strengthen higher-order reading skills through familiar cultural and socio-economic contexts. Localized narratives, differentiated activities, interactive tasks, and guided questioning may further support learners in developing inferential and critical comprehension skills



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