Intervention Materials in Reading in English for Grade 4 Learners

This research delves into the assessment of Grade 4 students' reading proficiency at Bueno Integrated School, situated in the Capas West District of Tarlac Province, during the academic period of 2019-2020. Employing a quantitative-descriptive research methodology, this study pinpointed deficiencies in reading abilities through the administration of teacher-crafted examinations. Subsequently, intervention resources were devised and evaluated for suitability by English educators. Analysis uncovered a moderate level of performance among learners, highlighting specific shortcomings in competencies such as anticipatory comprehension and inference drawing. The proposed intervention materials, tailored to address these identified weaknesses, garnered high approval ratings from teachers. Recommendations stemming from this research advocate for the integration of these materials into instructional practices aimed at augmenting reading proficiencies. Furthermore, suggestions include the undertaking of larger-scale trials to validate the effectiveness of the intervention, allocation of resources for the reproduction of materials, and exploration of similar interventions across various academic subjects and grade levels. This study not only sheds light on the reading landscape of Grade 4 students at Bueno Integrated School but also provides actionable insights for educators and policymakers to enhance literacy instruction. By pinpointing specific areas for improvement and developing targeted intervention strategies, this research contributes to the ongoing efforts to bolster reading proficiency among elementary school students. Moreover, the endorsement of intervention materials by teachers underscores their potential efficacy in classroom settings, warranting further exploration and implementation.