Development and Acceptability of Systematic Teaching Reading Materials for Grade Two Pupils

Abstract

This study focused on the development and acceptability of systematic teaching reading materials for Grade Two pupils in public elementary schools in the District of Morong during the School Year 2025–2026. It employed a developmental and descriptive research design to develop and evaluate the reading materials based on the learning competencies prescribed in the MATATAG Curriculum for English Grade 2. The respondents were the total population of 116 teachers teaching in the primary grades, who were described according to age, sex, civil status, educational attainment, length of service, position title, and in-service trainings and seminars attended. A researcher-made questionnaire-checklist was utilized to assess the acceptability of the developed materials in terms of objectives, content, language used, format, and usefulness. The findings revealed that the materials were systematically developed to address foundational reading skills through a structured progression of activities involving phonemic awareness, phonics, word recognition, vocabulary development, oral reading fluency, and reading comprehension. Alphabet recognition, letter-sound correspondence, blending, word families, and word, phrase, and sentence reading activities were incorporated, with Canva and Microsoft Word used in designing and organizing the materials. The teacher-respondents generally evaluated the developed systematic teaching reading materials as very much acceptable across all dimensions. Significant differences were found in the teachers’ evaluations when grouped according to their profile variables. Respondents also provided positive feedback and suggested improvements, particularly the addition of colorful illustrations, visual aids, comprehension and vocabulary activities, interactive and game-based tasks, and differentiated reading exercises. The study concluded that teachers’ profile characteristics influence their perceptions of the acceptability of the developed materials. It recommended periodic review and enhancement of the materials, their use as supplementary and intervention resources, continued teacher enrichment and integration, and future experimental or quasi-experimental studies to determine their effectiveness in improving pupils’ reading performance and foundational literacy skills.