Reading Comprehension Skills of Grade 6 Hypatia Learners Before and After the Implementation of Reading Interventions: A Philippine Informal Reading Inventory Based Assessment
DOI:
https://doi.org/10.65339/ijsis.V1.I3.145Keywords:
Grade 6 Hypatia Learners, Philippine Informal Reading Inventory (Phil-IRI), Reading Comprehension, Reading Intervention, SDG 4 – Quality Education, SustainabilityAbstract
This study assessed the reading comprehension skills of Grade 6 Hypatia learners at Cogon Elementary School in Monreal, Masbate, before and after the implementation of reading interventions and determined whether their pretest and post-test performance differed significantly. The study was anchored on the Simple View of Reading, Schema Theory, and Vygotsky’s Sociocultural Theory, which explain comprehension through decoding and linguistic understanding, prior knowledge, and guided social learning. A descriptive-quantitative research design was employed using purposive sampling and 24 paired observations. The Philippine Informal Reading Inventory (Phil-IRI)-based assessment served as the primary instrument and was administered before and after structured reading interventions. Before intervention, 45.83% of learners were 3-Level Down in English and 12.50% in Filipino. After intervention, these proportions decreased to 4.17% in both languages, while learners reaching grade level increased from 33.33% to 41.67% in English and from 41.67% to 58.33% in Filipino. Mean scores increased from 11.42 to 15.00 in Filipino and from 7.17 to 9.67 in English, with statistically significant pretest-post-test differences in both languages. Although reading performance improved, several learners remained below grade level, particularly in English. The study recommends continuing and strengthening reading interventions through focused support, regular assessment, guided practice, and appropriate reading materials. The study directly aligns with SDG 4 – Quality Education by supporting assessment-based reading intervention and meaningful learning. Its sustainability impact lies primarily in educational, institutional, community, and socio-economic sustainability by providing localized evidence for improving reading support, monitoring learner progress, strengthening instructional practices, and informing school-level decision-making.
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