V3I10P24

Development and Validation of Contextualized Reading Advancement Materials (CRAM) for Grade 6 Learners

Jovelyn B. Pilapil^1*, Helen B. Mantiza, PhD²

Abstract

This study focused on the development and validation of Contextualized Reading Advancement Materials (CRAM) designed to address reading difficulties among Grade 6 learners at Mahayahay Elementary School in Kitcharao, Agusan del Norte. Grounded in Schema and Constructivist learning theories, CRAM integrates local context with Grade 6 English learning competencies to enhance reading comprehension. The research evaluated CRAM across four DepEd-aligned domains—content, format, presentation and organization, and accuracy—assessed by five expert evaluators, while also examining challenges encountered by 35 identified frustration readers. Findings revealed that experts evaluated CRAM as “Very Appropriate” across all areas. Presentation and Organization obtained an average weighted mean of 4.00, and Accuracy and Up-to-datedness also achieved an average weighted mean of 4.00. Both Content and Format received average weighted means of 3.97, interpreted as “Strongly Agree” and “Very Appropriate.” Despite high expert validation, learners continued to experience difficulties with specific reading comprehension tasks, particularly inferencing and contextual vocabulary. The study concludes that CRAM is a highly suitable, context-responsive resource for remedial reading instruction. To maximize its impact, continuous enhancement of CRAM is recommended by adding more familiar passages, visual illustrations, vocabulary drills, inferential games, and explicit instructions. Future researchers are encouraged to test the revised materials across larger student populations and varied school settings.

Keywords:

Contextualized Reading Advancement Materials, CRAM, Grade 6 Learners, Reading Comprehension, Reading Difficulties