Reading Proficiency Gaps and Comprehension Recovery among Grade 6 Learners
DOI:
https://doi.org/10.5281/zenodo.21424588Keywords:
assessment-guided instruction, comprehension recovery, grade 6 learners, progress monitoring, reading proficiency gaps, segmented growth analysisAbstract
This study investigated reading proficiency gaps and comprehension recovery among Grade 6 learners through a diagnostic interrupted time-series design. Conducted at Epifanio Delos Santos Elementary School in Manila, the research used repeated baseline assessments, progress monitoring, and a final assessment to trace changes in word recognition, oral reading fluency, vocabulary in context, literal comprehension, inferential comprehension, and evaluative comprehension. A validated and reliable reading assessment battery was administered, while segmented linear mixed-effects growth modeling, benchmark-referenced gap analysis, standardized mean change, and the Reliable Change Index were employed to evaluate performance. Baseline findings revealed substantial proficiency deficits, with the widest gaps observed in inferential and evaluative comprehension. Scores remained stable across the three baseline administrations, indicating persistent reading difficulty. Following structured and assessment-guided recovery instruction, learners demonstrated a significant immediate improvement and a sustained positive growth trajectory across the monitoring periods. All reading components improved, with inferential comprehension showing the strongest standardized gain. Word recognition and literal comprehension approached the expected benchmark, while evaluative comprehension remained the most difficult area. Learner-level analysis showed that most participants achieved reliable improvement, although only a smaller proportion reached full comprehension recovery. The findings indicated that reading gaps among Grade 6 learners could be reduced through multicomponent instruction, continuous progress monitoring, and timely instructional adjustment. Continued intervention, individualized support, and coordinated transition planning were recommended for learners who remained below proficiency.
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