Contextualized Instructional Materials for Struggling Readers

Abstract

This study aimed to develop and evaluate the effectiveness of contextualized instructional materials (CIMs) for improving the reading comprehension and oral fluency of struggling Grade 11 readers at Solana Fresh Water Fishery School. Using a descriptive-developmental design anchored on the ADDIE model, 60 students identified as struggling readers were grouped into experimental and control groups. Baseline data were collected using the Phil-IRI tool and a standardized reading comprehension test. The experimental group received CIM-based instruction over eight Catch-Up Friday sessions, while the control group followed the standard reading curriculum. Results showed significant improvement in the experimental group’s post-test scores compared to the control group. Teacher and student feedback rated the materials as 'Excellent' in terms of content, relevance, and instructional design. Findings affirm the positive impact of culturally relevant, learner-responsive materials on reading proficiency. The study contributes to effective literacy intervention practices and offers a replicable model for instructional material development in low-performing public schools.