Enhancing the Reading Comprehension Level of Grade 11 Learners Through the Silent Reading Approach (SRA) Learning Kit
DOI:
https://doi.org/10.5281/zenodo.24096214Keywords:
Reading Comprehension, Intervention Material, LETRA, Fluency, Scaffolding, Academic SuccessAbstract
Reading comprehension is a fundamental skill essential for academic success and lifelong learning. Despite national and global literacy initiatives, many Filipino learners continue to struggle with reading proficiency. This action research investigated the effectiveness of a Silent Reading Approach (SRA) Learning Kit in improving the reading comprehension of nineteen (19) purposively selected Grade 11 learners at Castor Z. Concepcion Memorial National High School during the School Year 2025–2026. Using a pre-experimental one-group pretest–posttest design, learners identified as Below Word, Word, and Sentence Readers based on the LETRA assessment underwent a structured, scaffolded reading intervention conducted twice weekly. The data were examined using both descriptive and inferential statistical methods. Results revealed an increase in mean comprehension scores from 1.32 (Word Level) in the pretest to 2.00 (Sentence Level) in the posttest. The computed t-value (6.24) exceeded the critical value (2.10) at the 0.05 level of significance, indicating a statistically significant improvement. Furthermore, the mean percentage increase of 51.52% demonstrated substantial progress in oral reading comprehension. Findings suggest that the SRA Learning Kit effectively enhanced learners’ fluency and comprehension through progressive, scaffolded instruction. The study affirms the value of structured reading interventions in addressing comprehension gaps among senior high school learners and recommends sustained implementation and further research to strengthen literacy outcomes.
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