Readability of selections in reading and writing skills learning module and reading level of grade 11 learners / Erlyn Joy C. Osano

Includes bibliographic references.

Abstract

Readability is a key determinant of the effectiveness of educational materials, as it significantly impacts students ability to comprehend and engage with text. This study aimed to evaluate the readability of selections in the Reading and Writing Skills Self-Learning Modules and the reading levels of Grade 11 learners at a national high school for the 2023-2024 school year. Its purpose was to provide recommendations for modifications to ensure that the texts are aligned with the students' reading abilities, improving their comprehension and engagement.

The study used a quantitative research method, collecting data through the 40L Quick Screen Grade Reading Test to assess the learners' reading levels, and the Flesch-Kincaid Readability Test to evaluate the readability of the module selections. Findings revealed that the overall reading level of Grade 11 learners was at an 8th-grade level, with 88% reading below the expected proficiency level. Out of 10 selections evaluated, only two matched the 10th to 12th-grade level, while others were either too easy or too difficult.

The study identified a significant mismatch between the reading levels of Grade 11 students and the readability of the texts in their Self-Learning Modules. As a result, the researcher recommended modifying texts that were either below a 9th-grade level or above a 12th-grade level, ensuring they are appropriate for the students' capabilities. The study also suggests that teachers adopt instructional approaches tailored to varying reading proficiency levels and that the module texts be reviewed by writers and quality assurance teams for a better balance of difficulty levels.

Keywords: Readability, readability of selections, reading level, modifications, Self-Learning Modules

Theses/Dissertations Graduate Studies