Universitas: Journal of Global Research and Innovation
Published October 28, 2026 | Version 1.0
Journal article Open

Language Enhancement Through Reading Assessment (LETRA) Performance of Grade 11 Learners: Basis for the Development of Reading Intervention Materials (RIM)

Authors/Creators

  • 1. Ilocos Sur Polytechnic State College – Graduate School

Description

This study examined the Language Enhancement Through Reading Assessment (LETRA) performance of Grade 11 learners at Narvacan National Central High School as a basis for developing reading intervention materials. Using a developmental research design with descriptive, documentary, and correlational analyses, the study examined existing English LETRA results, learner profile questionnaires, and reading performance records from three school years. A total of 510 Grade 11 learners were included in the current cohort. Frequency, percentage, descriptive analysis, and Pearson correlation were used to examine performance patterns and associations with learner characteristics. Results showed that 172 learners (33.7%) were classified under comprehension at the story level, the largest group, followed by 127 (24.9%) under comprehension at the academic-text level. Most learner profile variables had no significant relationship with LETRA performance; only father's occupation showed a statistically significant but weak association (r = -0.141, p = 0.001), which requires cautious interpretation. Three-year records showed differences in the reading-level distributions of successive cohorts, with comprehension needs remaining prominent. Based on the identified needs, the researcher developed RISE (Reading Intervention for Story-level Comprehension Enhancement), a three-module, literature-based instructional material using the ADDIE model. Expert validators rated the material Excellent overall (weighted mean = 4.79), with Language receiving the highest rating (4.92). The findings support using diagnostic reading evidence to develop structured, curriculum-aligned comprehension resources. The material was validated but not tested for classroom effectiveness.

Files

Language Enhancement Through Reading Assessment (LETRA) Performance of Grade 11 Learners Basis for the Development of Reading Intervention Materials (RIM).pdf

Files (337.9 kB)

Additional details

References

  • Abejuela, H. J., Akut, K., Del Rosario, A. S., & Balane, C. (2023). Assessment of the reading curriculum in basic education in the Philippine context. International Journal of Language Education, 7(1), 26–40. https://doi.org/10.26858/ijole.v7i1.23641
  • Acido, J. V., & Caballes, D. G. (2024). Assessing educational progress: A comparative analysis of PISA results (2018 vs. 2022) and HDI correlation in the Philippines. World Journal of Advanced Research and Reviews, 21(1), 462–474. https://doi.org/10.30574/wjarr.2024.21.1.0020
  • Abelinde, D. C. (2025). SIKAP (Sulong, Iangat ang Kakayahan at AbilidadsaPagbasa) enhancement tool based on the Language Enhancement Through Reading Assessment (LETRA) results of Grade 11 learners (Unpublished master's thesis). University of Northern Philippines.
  • Adora, R. M., Aguilar, J. P., Arsua, E., Asis, M. a. S., Pereja, M. I. E., Reyes, J. M., & Tolentino, J. C. P. (2024). Reading comprehension and students' academic performance in English. International Journal of Science and Research Archive, 11(2), 1240–1247. https://doi.org/10.30574/ijsra.2024.11.2.0523
  • Afzal, A., Khan, S., Daud, S., Ahmad, Z., & Butt, A. (2023). Addressing the Digital Divide: Access and use of technology in education. Journal of Social Sciences Review, 3(2), 883–895. https://doi.org/10.54183/jssr.v3i2.326
  • Alshebeili, M. S. (2026). The relationship between illiteracy, development, poverty, and equality. Journal of Cultural Analysis and Social Change, 2461–2464. https://doi.org/10.64753/jcasc.v11i1.4377
  • sAmin, I. M. H., Hassan, N. C., & Jalil, H. A. (2019). Relationship Between Social Media Usage and Academic Achievement amomg Tertiary Students in Malaysian Public University. International Journal of Academic Research in Progressive Education and Development, 8(4). https://doi.org/10.6007/ijarped/v8-i4/6671
  • Anaktototy, K., & Lesnussa, I. (2022). Improving EFL Students' Reading Comprehension and Critical Thinking Skill through Directed Reading Thinking Activity. EralinguaJurnal Pendidikan Bahasa Asing Dan Sastra, 6(1), 244. https://doi.org/10.26858/eralingua.v6i1.27711
  • Anderson, R. C., & Pearson, P. D. (1984). A schema-theoretic view of basic processes in reading. In P. D. Pearson (Ed.), Handbook of reading research (pp. 255–291). Longman.
  • Anyichie, A. C., Butler, D. L., Perry, N. E., & Nashon, S. M. (2023). Examining classroom contexts in support of culturally diverse learners' engagement: an integration of Self-Regulated learning and culturally responsive pedagogical practices. Frontline Learning Research, 11(1), 1–39. https://doi.org/10.14786/flr.v11i1.1115
  • Arhimah, T., Thompson, M., & Cudjoe-Mensah, Y. M. (2025). Disparities in access to educational technology and its impact on performance across socio-economic and racial groups in U.S. public schools. International Journal of Frontline Research in Multidisciplinary Studies, 5(2), 001–006. https://doi.org/10.56355/ijfrms.2025.5.2.0021
  • Audrin, C., & Audrin, B. (2022). Key factors in digital literacy in learning and education: a systematic literature review using text mining. Education and Information Technologies, 27(6), 7395–7419. https://doi.org/10.1007/s10639-021-10832-5
  • Balansag, J. P. (2025). Reading performance as a predictor of academic success of key Stage 2 learners. International Journal of Research and Innovation in Social Science, IX(IIIS), 1932–1949. https://doi.org/10.47772/ijriss.2025.903sedu0149
  • Belouiza, O., Er-Rechydy, A., & Koumachi, B. (2024). Prior knowledge Activation through the use of Effective Reading Strategies. International Journal of English Literature and Social Sciences, 9(3), 389–394. https://doi.org/10.22161/ijels.93.49
  • Bigozzi, L., Tarchi, C., Vagnoli, L., Valente, E., & Pinto, G. (2017). Reading Fluency As a Predictor of School Outcomes across Grades 4–9. Frontiers in Psychology, 8, 200. https://doi.org/10.3389/fpsyg.2017.00200
  • Billao, D. (2026). Effectiveness of reading comprehension strategies in improving the reading comprehension performance of Grade 6 pupils. International Journal of Sustainability and Advanced Integrated Research, 2(1), 128–131. https://doi.org/10.65339/ijsair.v2.i1.16
  • Blank, R., Barnett, A. L., Cairney, J., Green, D., Kirby, A., Polatajko, H., Rosenblum, S., Smits‐Engelsman, B., Sugden, D., Wilson, P., & Vinçon, S. (2019). International clinical practice recommendations on the definition, diagnosis, assessment, intervention, and psychosocial aspects of developmental coordination disorder. Developmental Medicine & Child Neurology, 61(3), 242–285. https://doi.org/10.1111/dmcn.14132
  • Branch, R. M. (2009). Instructional design: The ADDIE approach. Springer.
  • Çalışkan, E. F., & Ulaş, A. H. (2022). The effect of Parent-Involved Reading Activities on primary school students reading comprehension skills, reading motivation, and attitude
  • s towards reading. Lnternational Electronic Journal of Elementary Education. https://doi.org/10.26822/iejee.2022.260
  • Capin, P., Gillam, S. L., Fall, A., Roberts, G., Dille, J. T., & Gillam, R. B. (2022). Understanding the nature and severity of reading difficulties among students with language and reading comprehension difficulties. Annals of Dyslexia, 72(2), 249–275. https://doi.org/10.1007/s11881-022-00255-3
  • Cardino, J. M., & Cruz, R. a. O. (2020). Understanding of learning styles and teaching strategies towards improving the teaching and learning of mathematics. LUMAT International Journal on Math Science and Technology Education, 8(1). https://doi.org/10.31129/lumat.8.1.1348
  • Carter, L., Liu, D., & Cantrell, C. (2020). Exploring the intersection of the digital divide and artificial intelligence: A Hermeneutic literature review. AIS Transactions on Human-Computer Interaction, 12(4), 253–275. https://doi.org/10.17705/1thci.00138
  • Chen, Q., Kong, Y., Gao, W., & Mo, L. (2018). Effects of socioeconomic status, Parent–Child relationship, and learning motivation on reading ability. Frontiers in Psychology, 9, 1297. https://doi.org/10.3389/fpsyg.2018.01297
  • Chicco, D., & Jurman, G. (2020). The advantages of the Matthews correlation coefficient (MCC) over F1 score and accuracy in binary classification evaluation. BMC Genomics, 21(1), 6. https://doi.org/10.1186/s12864-019-6413-7
  • Chiramba, O., & Ndofirepi, E. (2023). Access and success in higher education: Disadvantaged students' lived experiences beyond funding hurdles at a Metropolitan South African university. South African Journal of Higher Education, 37(6). https://doi.org/10.20853/37-6-6021
  • Corog-Jonson, L. O. (2025). The story the numbers tell: A systematic review of Phil-IRI implementation and outcomes in Philippine primary education (2019–2024). International Journal of Research in Interdisciplinary Studies, 3(12), 32–35. https://doi.org/10.65138/ijris.2025.v3i12.243
  • Dadandi, İ. (2023). Academic Self-Efficacy, Study Skills and Academic Achievement: A Serial Mediation model. Research on Education and Psychology, 7(2), 291–306. https://doi.org/10.54535/rep.1342022
  • Damyanov, P. K. (2024). Effective Pedagogical Strategies and Support Mechanisms for Enhancing the Learning Outcomes of Students with Special Educational Needs: A Systematic Approach. International Journal of Scientific Research and Management (IJSRM), 12(10), 3700–3718. https://doi.org/10.18535/ijsrm/v12i10.el03
  • De Wilde, V., Brysbaert, M., & Eyckmans, J. (2019a). Learning English through out-of-school exposure. Which levels of language proficiency are attained and which types of input are important? Bilingualism Language and Cognition, 23(1), 171–185. https://doi.org/10.1017/s1366728918001062
  • Department of Education. (2018). Philippine Informal Reading Inventory (Phil-IRI) Manual 2018. Bureau of Learning Delivery.
  • Department of Education. (2023). MATATAG agenda: Bansangmakabata, batangmakabansa.
  • Department of Education. (2015). Every Child a Reader Program (ECARP): Revised guidelines on the implementation of the Every Child a Reader Program.
  • Domingo, S. D. C. (2025). Reading skills and perceived challenges among high school learners in Carranglan, Nueva Ecija: A basis for developing gender-based instructional materials. International Journal of ADVANCED AND APPLIED SCIENCES, 12(6), 56–65. https://doi.org/10.21833/ijaas.2025.06.006
  • Dong, Y., Wu, S. X.-Y., Dong, W.-Y., & Tang, Y. (2020). The effects of home literacy environment on children's reading comprehension development: A meta-analysis. Educational Sciences: Theory & Practice, 20(2), 63–82. https://doi.org/10.12738/jestp.2020.2.005
  • Fraillon, J., Ainley, J., Schulz, W., Duckworth, D., & Friedman, T. (2019). IEA International Computer and Information Literacy Study 2018 Assessment Framework. https://doi.org/10.1007/978-3-030-19389-8
  • Gorter, D., & Cenoz, J. (2023). 4 Research methods: quantitative and qualitative approaches. In Multilingual Matters eBooks (pp. 90–128). https://doi.org/10.21832/9781800417151-006
  • Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6–10. https://doi.org/10.1177/074193258600700104
  • Hardy, L. L., Jin, K., Mihrshahi, S., & Ding, D. (2018). Trends in overweight, obesity, and waist-to-height ratio among Australian children from linguistically diverse backgrounds, 1997 to 2015. International Journal of Obesity, 43(1), 116–124. https://doi.org/10.1038/s41366-018-0139-5
  • Heppt, B., Olczyk, M., & Volodina, A. (2022). Number of books at home as an indicator of socioeconomic status: Examining its extensions and their incremental validity for academic achievement. Social Psychology of Education, 25, 903–928. https://doi.org/10.1007/s11218-022-09704-8
  • Hoover, W. A. (2023). The simple view of reading and its broad types of reading difficulties. Reading and Writing, 37(9), 2277–2298. https://doi.org/10.1007/s11145-023-10471-x
  • Ibrahim, A. (2016). Definition Purpose and Procedure of Developmental Research: An Analytical review. Asian Research Journal of Arts & Social Sciences, 1(6), 1–6. https://doi.org/10.9734/arjass/2016/30478
  • Idulog, M. V., Gadiano, R., Toledo, E., Hermosada, M., Casaldon, H., Mariposa, M., Geron, C., Dequito, E., Genanda, J., Malipot, M. A., Pentang, J., & Bautista, R. (2023). Filipino Students' reading abilities: A note on the challenges and potential areas for improvement. International Journal of Education and Teaching Zone, 2(2), 233–242. https://doi.org/10.57092/ijetz.v2i2.128
  • Ikeda, M., & Rech, G. (2022). Does the digital world open up an increasing divide in access to print books? PISA in Focus, No. 118. OECD Publishing. https://doi.org/10.1787/54f9d8f7-en
  • Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Pfeffer, J., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., . . . Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274
  • Kayyali, M. (2024). Digital Literacy in Higher Education: Preparing students for the workforce of the future. International Journal of Information Science and Computing, 11(1). https://doi.org/10.30954/2348-7437.1.2024.6
  • Lara, L., & Saracostti, M. (2019). Effect of parental involvement on children's academic achievement in Chile. Frontiers in Psychology, 10, 1464. https://doi.org/10.3389/fpsyg.2019.01464
  • Lasquite, M. (2022). Reading comprehension as basis for the development of non-prose instructional materials.
  • Li, S., Tang, Y., & Zheng, Y. (2023). How the home learning environment contributes to children's social–emotional competence: A moderated mediation model. Frontiers in Psychology, 14, 1065978. https://doi.org/10.3389/fpsyg.2023.1065978
  • Lunau, M. I. 0. (2024). The Affective Politics of Queer Migration:On Affective ambivalence, Truth and Queerness. RUCforsk (Roskilde University). https://forskning.ruc.dk/da/publications/58c5264d-c8e7-4e6d-8589-c82080e5b336
  • Manurung, S., Ariyanti, A., Yana, D., Sinaga, J. B., & Adam, A. (2024). The Correlation between Reading Strategies and Reading Comprehension. CAHAYA PENDIDIKAN, 9(2), 221–231. https://doi.org/10.33373/chypend.v9i2.5975
  • McIntyre, N. S., Solari, E. J., Gonzales, J. E., Solomon, M., Lerro, L. E., Novotny, S., Oswald, T. M., & Mundy, P. C. (2017). The Scope and Nature of Reading Comprehension Impairments in School-Aged Children with Higher-Functioning Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 47(9), 2838–2860. https://doi.org/10.1007/s10803-017-3209-y
  • Mihret, G., & Joshi, J. (2025). The Relationship between Students' Reading Skill and Academic Achievement: A Comprehensive Investigation. International Journal of Research Publication and Reviews, 6(2), 2171–2181. https://doi.org/10.55248/gengpi.6.0225.0913
  • Molloy, E., Boud, D., & Henderson, M. (2019). Developing a learning-centred framework for feedback literacy. Assessment & Evaluation in Higher Education, 45(4), 527–540. https://doi.org/10.1080/02602938.2019.1667955
  • Nation, I. S. P. (2022). Learning vocabulary in another language (3rd ed.). Cambridge University Press. https://doi.org/10.1017/9781009093873
  • Nieto-Isidro, S., & Martínez-Abad, F. (2024). PISA Maths-Reading index and its relationship with gender and levels of performance. International Journal of Educational Research, 127, 102440. https://doi.org/10.1016/j.ijer.2024.102440
  • Northrop, L. (2017). Breaking the Cycle: Cumulative Disadvantage in Literacy. Reading Research Quarterly, 52(4), 391–396. https://doi.org/10.1002/rrq.195
  • Oda, A. H., & Abdul-Kadhim, M. R. (2017). The relationship between gender and reading comprehension at college level. مجلةأبحاثالبصرةللعلومالإنسانية, 426. https://doi.org/10.33762/0694-042-006-019
  • Ogurlu, U., Garbe, A., Logan, N., & Cook, P. (2020). Parents' Experiences with Remote Education during COVID-19 School Closures. American Journal of Qualitative Research, 4(3). https://doi.org/10.29333/ajqr/8471
  • Okkinga, M., Van Steensel, R., Van Gelderen, A. J. S., Van Schooten, E., Sleegers, P. J. C., & Arends, L. R. (2018). Effectiveness of Reading-Strategy Interventions in Whole Classrooms: a Meta-Analysis. Educational Psychology Review, 30(4), 1215–1239. https://doi.org/10.1007/s10648-018-9445-7
  • Ozernov‐Palchik, O., Norton, E. S., Wang, Y., Beach, S. D., Zuk, J., Wolf, M., Gabrieli, J. D. E., & Gaab, N. (2018). The relationship between socioeconomic status and white matter microstructure in pre‐reading children: A longitudinal investigation. Human Brain Mapping, 40(3), 741–754. https://doi.org/10.1002/hbm.24407
  • Piaget, J. (1952). The origins of intelligence in children. International Universities Press.
  • Plümper, T., Troeger, V. E., & Neumayer, E. (2019). Case selection and causal inferences in qualitative comparative research. PLoS ONE, 14(7), e0219727. https://doi.org/10.1371/journal.pone.0219727
  • Riffo, B., Rojas, C., Helo, A., Véliz, M., Urzúa, P., Gutierrez, G., & Guerra, E. (2024). Reading Comprehension in Older Adults—Effects of age, educational level, and reading habits. Journal of Intelligence, 13(1), 4. https://doi.org/10.3390/jintelligence13010004
  • Ricketts, J., Lervåg, A., Dawson, N., Taylor, L. A., & Hulme, C. (2020). Reading and oral vocabulary development in early adolescence. Scientific Studies of Reading, 24(5), 380–396. https://doi.org/10.1080/10888438.2019.1689244
  • Rivera, R. L. (2026). Senior high school students' speaking proficiency level and their communication practices. Pantao, International Journal of the Humanities and Social Sciences, 5(2). https://doi.org/10.69651/pijhss05021043
  • Rumelhart, D. E. (1977). Toward an interactive model of reading. In S. Dornic (Ed.), Attention and performance VI (pp. 573–603). Lawrence Erlbaum Associates.
  • Sanusi, I. T., Olaleye, S. A., Agbo, F. J., & Chiu, T. K. (2022). The role of learners' competencies in artificial intelligence education. Computers and Education Artificial Intelligence, 3, 100098. https://doi.org/10.1016/j.caeai.2022.100098
  • Sari, R. S., Yul, W., Andrian, R., & Ilham. (2025). Understanding Students' perceptions of Arabic Learning Challenges: A Constructivist study. MantiquTayr Journal of Arabic Language, 5(2), 233–253. https://doi.org/10.25217/mantiqutayr.v5i2.5821
  • Son, C., Hegde, S., Smith, A., Wang, X., & Sasangohar, F. (2020). Effects of COVID-19 on college students' mental health in the United States: Interview Survey study. Journal of Medical Internet Research, 22(9), e21279. https://doi.org/10.2196/21279
  • Stehle, S. M., & Peters-Burton, E. E. (2019). Developing student 21st Century skills in selected exemplary inclusive STEM high schools. International Journal of STEM Education, 6(1). https://doi.org/10.1186/s40594-019-0192-1
  • Tan, C. Y. (2024). Socioeconomic status and student learning: Insights from an umbrella review. Educational Psychology Review, 36, 100. https://doi.org/10.1007/s10648-024-09929-3
  • Tomas, M. J. L., Villaros, E. T., & Galman, S. M. A. (2021). The Perceived Challenges in Reading of Learners: Basis for School Reading Programs. Open Journal of Social Sciences, 09(05), 107–122. https://doi.org/10.4236/jss.2021.95009
  • Tribujeña, H. D., Libao, R. L. M., & Enoy, J. S. B. (2025). Electronic reading intervention material: Skyrocketing interest and motivation in reading passages. SSRN. https://doi.org/10.2139/ssrn.5112981
  • Usaini, M. I., & Abubakar, N. B. (2015). The impact of parents' occupation on academic performance of secondary school students in Kuala Terengganu. Multilingual Academic Journal of Education and Social Sciences, 3(1), 91–99.
  • Van Deursen, A. J., & Van Dijk, J. A. (2018). The first-level digital divide shifts from inequalities in physical access to inequalities in material access. New Media & Socie
  • ty, 21(2), 354–375. https://doi.org/10.1177/1461444818797082
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
  • Zucker, T. A., Oh, Y., Smith, K. C., & Baker-Finck, J. (2022). Low-Income Elementary Students Access to Books & Reading Motivation. Reading Psychology, 43(3–4), 250–276. https://doi.org/10.1080/02702711.2022.2094040