Ladderized Module in Developing Reading Ability: Input to Enhanced Reading Comprehension

Abstract

INTRODUCTION

The research focused on the recurring challenges of the mismatch between students’ chronological level and reading level. There are many reading materials and research available but the researcher wanted to address the mismatch. The reading materials suitability is a primary consideration before making or adapting to reading materials already there. Designing it in a progressive manner makes the student aware of their learning phase.

METHODS

The researcher made use of a qualitative method where a diagnostic test through a pre-test was conducted. The confirmation of the existing problem on mismatch is evident. The crafting of the module followed. Validation of the instructional material was undertaken before the pilot testing. Post-tests were given after the pilot testing. The statistical tool utilized to treat the data were the mean, standard deviation, and t-test to see a significant difference.

RESULTS

There is a significant difference in the results of the pre-test and the post-test. A significant difference between the result of the pre-test and the post-test was established using the t-test based on the P value 0.05. The results of the t-test are higher than the critical value (2.11) that is why the null hypothesis is rejected. This signifies that the reading skills of students are improved after using the module.

DISCUSSIONS

The result technically showed that the reading skills of students can be enhanced and improved. Practice reading on target skills applying the ladderized design enhanced the ability of learners to develop reading skills. It is imperative that teachers heed the progress of students learning.