V3I10P54

Culturally Sensitive Reading Intervention Material to Boost Reading Readiness Among Key Stage 2 Non-readers

Jerome Samoseno Bulactin^1*, Nelia S. Raganas, PhD²

Abstract

This study aimed to develop and evaluate a Culturally Sensitive Reading Intervention Material to boost the reading readiness of Key Stage II non-readers at Tagkiling Tribal Elementary School, Tagkiling, Anticala, Butuan City, during School Year 2026–2027. The study employed a developmental-evaluative research design anchored on Vygotsky’s Sociocultural Theory and guided by the ADDIE model. Twenty-five (25) Key Stage II learners identified as non-readers were purposively selected as participants. The study utilized the Phil-IRI, an expert validation tool based on the LRMDS criteria, and a learner perception questionnaire to assess reading performance, material quality, and learner reactions. Descriptive statistics, including frequency, percentage, median, and weighted mean, were used to analyze the data. The Wilcoxon signed-rank test was used to determine whether a significant difference existed between the learners’ pretest and posttest reading performance at the 0.05 level of significance. The findings showed that all 25 learners (100%) were classified at the frustration level during the pretest. After the intervention, 5 learners (20%) reached the independent level, 18 learners (72%) reached the instructional level, and 2 learners (8%) remained at the frustration level. The median reading performance increased from 58% in the pretest to 95% in the posttest. The Wilcoxon signed-rank test indicated a statistically significant difference between the pretest and posttest results (Z = 4.38, p < .001), with all 25 learners showing improvement. Expert evaluation rated the material Very Satisfactory in content (WM = 3.91), format (WM = 4.00), presentation and organization (WM = 3.96), and accuracy and up-to-datedness (WM = 3.90). Learner reactions were also highly positive, with weighted means of 2.97 for engagement, 2.90 for comprehension, 3.00 for cultural relevance, and 3.00 for participation and interaction, all interpreted as Very Much/Very Effective.The study concludes that the culturally sensitive reading intervention material provides a relevant, engaging, and supportive resource for developing the reading readiness of Key Stage II non-readers. The findings further indicate the value of integrating culturally familiar content, phonics-based activities, guided practice, and interactive learning experiences in reading intervention. The material may be used as a supplementary intervention resource and may be further enhanced through additional comprehension activities, differentiated remediation, continued expert review, and field testing with broader groups of learners.

Keywords:

Culturally sensitive reading intervention, reading readiness, Key Stage II non-readers, phonics-based intervention, cultural relevance, reading intervention material