Multilingual Exposure and Its Influence on the Reading Comprehension Skills of Grade 6 Learners

Abstract

This study employed a quantitative design, specifically the non-experimental correlational approach to investigate the influence of multilingual exposure on the reading comprehension of Grade 6 learners in one of the elementary schools of Lanao del Norte, Mindanao, Philippines. A standardized Multilingual Exposure Questionnaire and the Philippine Informal Reading Inventory (Phil-IRI) were utilized as primary instruments for data collection. The study employed a total population sampling, wherein all Grade 6 learners were included as participants. Findings revealed that learners exhibited a high level of multilingual exposure, indicating frequent interaction with more than one language in their daily environment at school, at home, and in the community. However, despite this high exposure, their reading comprehension levels were found to be low. Statistical analysis further showed that the computed correlation (r = 0.112, p = 0.278) between multilingual exposure and reading comprehension was weak and non-significant. This suggests that while pupils are immersed in a multilingual setting, such exposure does not necessarily translate into improved comprehension skills in English. Instead, other variables, like the quality of teaching, the availability of reading materials, students’ socioeconomic backgrounds, and the types of reading activities, might be even more important in building literacy skills. These findings highlight the importance of looking beyond just language exposure when tackling reading difficulties. It’s suggested that the school and stakeholders enhance literacy instruction with clear teaching methods, offer reading materials that are both accessible and suitable for differ   rent levels, and promote parental involvement in helping pupils develop their reading comprehension, making multilingualism a valuable asset instead of a hurdle in their learning journey.