THE USE OF INDIVIDUALIZED MATERIALS IN

RELATION TO LEARNERS’ READING

COMPREHENSION

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 8
Pages: 1232-1241
Document ID: 2023PEMJ723
DOI: 10.5281/zenodo.7953199
Manuscript Accepted: 2023-20-5
Psych Educ, 2023, 8: 1232-1241, Document ID:2023 PEMJ723, doi:10.5281/zenodo.7953199, ISSN 2822-4353
Research Article

The Use of Individualized Materials in Relation to

Learners’ Reading Comprehension
Mary Jeane G. Capangpangan*, Teresita B. Sambo
For affiliations and correspondence, see the last page.
Abstract
This study aimed to determine the contribution of individualized reading materials to the reading
comprehension of Grade VI learners at Francisco Ll. Laya Memorial Integrated School, Pindugangan,
Tipanoy, Iligan City during the school year 2019-2020. Specifically, the study determined how this
strategy helped in terms of the pretest-posttest reading performances using the PHIL-IRI selections in
Comparative and Individualized Group; the significant difference between the pretest and posttest
reading performances of the participants in the Comparative and Individualized group; and finally the
reading materials to be compiled based on the results of the study. Quasi-experimental research design
was utilized and a standard Phil-IRI questionnaire was used in gathering data. Frequency and
percentage, independent t-test and paired t-test were performed to find out the significant relationship
between the pretest and posttest reading performances of the respondents in the two groups. The
study revealed that using individualized reading materials contributed in improving the reading
comprehension skills of the learners. Significant conclusions were given that the use of the
individualized reading materials created a new learning atmosphere which motivated the pupils to
improve their comprehension of the read text.

Keywords: reading comprehension, public school, elementary learners, individualized

materials

Introduction understanding registers in their mind. In the general

sense, there is no learning at all and their time in
school is wasted.
One of the goals of reading is for the learner to
comprehend what he reads. But poor comprehension Thus, the school fails to accomplish its salient
of learners has been a problem of schools and many responsibility that is aligned to the vision it sets to
teachers, in particular. As evidenced by the yearly attain. On the other hand, learners who can grasp the
results of Phil-IRI (Philippine Informal Reading concept presented in a reading material can follow
Inventory) for learners, where the researcher was instructions in all learning areas. They can reflect on
assigned the school reported that out of 67 learners 45 the concept illustrated in the text. They have the
or 67% of the Grade VI learners belong to nearing chance to perform better in academics and the chances
mastery level. If a learner could not comprehend, to fare better in life when they go out of school or
reading is a failure and the learner can still be when they finish their studies. Realizing this
considered as a non-reader. As observed, some of the phenomenon, schools and their teachers endeavor to
learners just read literally without comprehension, intervene in the problem of poor comprehension
their goal is just to finish what is required of them, so (Busick, 2013).
they read without understanding the meaning of the
text. Among the interventions introduced to address the
difficulties in comprehension, is the use of
In most classroom cases, learners are observed to individualized reading materials. This strategy
participate less when asked about a certain text being employs reading materials that have practical and
read and cannot answer questions. If their teachers aesthetic value to the learners. The use of
motivate them to give answers, they tend to read the individualized reading materials is reading with a
material again. They try to comprehend to be able to purpose. It involves learners to read selections or short
answer the questions posed. Despite rereading the text, paragraphs wherein the comprehension check will be
the learners cannot accurately and significantly answer answered after reading. Also, it offers opportunities
the questions. This proves that they do not where the learners are directed to process the words or
comprehend what they read. When this happens, the the language used in the text, so as they can
academic performance of the learners is adversely understand what they are reading.
affected. Without comprehension, they cannot follow
directions and instructions across all learning areas. The comprehension of the reader depends not only on
Moreover, they cannot give opinions regarding the the prior knowledge and working memory but also on
points read because nothing or only a very marginal language processes such as decoding, vocabulary,

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Research Article

basic reading skills, sensitivity to text structure, Research Questions

motivation, and inferencing (Yovanoff, Duesbery,
Alonzo, & Tindal, 2005). Comprehension also requires As this study introduced the use of individualized
the effective use of strategic processes like reading materials in teaching reading, it attempted to
metacognition and comprehension monitoring. As a ascertain the workability of this strategy. This study
reader whose reading comprehension skill is matured then aimed to determine the contribution of
enough, they can progress efficiently and effectively individualized materials about the reading
from the stage of learning. These readers read to the comprehension of the Grade VI pupils of Francisco Ll.
ultimate goal of reading to learn. This tenet is the Laya Memorial Integrated School, South I District,
center of the use of individualized materials in Iligan City, during the school year 2019-2020.
teaching reading. Looking into this tenet, educators Specifically, this study aimed to address the following
have observed that this approach works in developing concerns:
the learners' ability to read.
1. What is the pre-reading comprehension of the
Looking into the school locale, it has become apparent participants in the individualized reading group and
that teachers have witnessed the poor academic comparative group?
2. What is the post-reading comprehension of the
achievement of their learners. They also consider the
participants in the individualized reading group and
low grades they get in most of their subjects, in
comparative group?
particular, in their language classes because of poor
3. What are the pre-reading and post-reading
comprehension. Therefore, they set endeavors to
comprehension of both participants in the
resolve the problem of the learners' poor
individualized reading group and comparative group?
comprehension ability. Different teaching reading
4. Is there a significant difference between the pre-
strategies are observed introduced by the teachers.
reading comprehension of the participants in the
Approaches of teachers come in the battery.
individualized and comparative group?
Individualized reading materials have been utilized.
5. Is there a significant difference between the post-
However, reports of poor comprehension persist in the
reading comprehension of the participants in the
school locale and there is no concrete assessment of
individualized and comparative group?
the effectiveness of these strategies. Only a few cases
6. Is there a significant difference between the pre-
of exploration of these approaches, specifically the use
reading and post-reading comprehension of
of individualized reading materials, are tangible in the
participants both in the individualized group and
school locale. comparative group?
7. What reading materials can be compiled based on
As educators have noticed that the use of
the result of the study?
individualized materials works in addressing poor text
comprehension by the learners, the researcher who is
an English teacher gets interested to explore this Methodology
approach to determine its relation to reading
comprehension. Chiefly, the researcher is interested to
assess the contribution of the said approach to the This chapter presented the research methods used in
reading comprehension of the learners, particularly, the study. It discussed the research design, research
the Grade 6 learners. It is also her goal to measure how environment, subjects, sampling procedures, data
the use of individualized reading materials helps gathering methods, research instruments, and
statistical treatment.
enhance the reading skills and potential of the learners
in reading that would affect greatly their reading
Research Design
comprehension.
The method used in this study was a quasi-
The researcher believes that this present study was
experimental research design using two groups of
very useful to the solution of the problem of poor
learners, the Comparative and the Individualized
reading comprehension of the learners of the school
Reading groups. The silent reading material in the
locale. It is applicable and can be very beneficial to the
Philippine Informal Reading Inventory (Phil-IRI) in
school and the next researcher. It is in this context then
English was used as the main tool in gathering the data
that this study was conducted.
needed. Quasi-experimental enabled the researcher to
assess the contribution of individualized reading

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Research Article

materials to the learners’ comprehension skills using Subjects and Sampling Procedures
the pretest and posttest results.
The subjects of the study were the learners of the two
Research Locale Grade 6 sections of Francisco Ll. Laya Memorial
Integrated School, during the school year 2019- 2020.
This research was conducted at Francisco Ll. Laya There was a maximum of 34 learners in each class.
Memorial Integrated School, Pindugangan, Tipanoy, The two groups used a toss coin to determine the
Iligan City, South I District. South I District has nine Individualized reading materials and the traditional
(9) schools, two (2) integrated schools and seven (7) approach. These groups had an equal standing of pre-
primary schools. Francisco Ll. Laya Memorial reading scores. The researcher served as the facilitator
Integrated School is one of the integrated schools with of the teaching-learning process. She recorded the data
Del Carmen Integrated School. The seven (7) primary gathered during the conduct of the two-month
schools include Sevillano Reuyan Memorial School, experiment.
Dorothea S. Lloren Memorial School, Pugaan
Elementary School, Dalamas Elementary School, Research Instruments and Use
Taluntunan Elementary School, Lumbatin Elementary
School, and Dona Josefa Actub Lluch Central School. The instrument used in this study was the Phil-RI
selection in English silent reading for grade VI
This study primarily targeted Francisco Ll. Laya learners. It was composed of three paragraphs to be
Memorial Integrated School which was located in Sitio read by the participants with 20 comprehension items
Pindugangan, Barangay Tipanoy Iligan City. Barangay in a multiple-choice type. One point was given for
Tipanoy is a peaceful and progressive barangay every correct answer, while no point was given to
headed by a strong and supportive Barangay Captain, incorrect answers. The score was categorized
councilors and tanods. There are five (5) schools under according to performance wherein 15-20 means
this barangay, one (1) high school, three (3) primary mastered, 10-14 means nearing mastery, and 9 below
schools and one (1) integrated school which is means least mastered.
Francisco Ll. Laya Memorial Integrated School.
Data Gathering Procedures
Francisco Ll. Laya Memorial Integrated School is
headed by a school principal I, with twenty-six (26) The researcher conducted the study and facilitated the
employed teachers. There are sixteen (16) elementary gathering of data. A permission letter was submitted to
school teachers, eleven (11) high school teachers, one the Division Office. As soon as it was approved, the
(1) non- teaching personnel, one (1) watchman and researcher approached the District Supervisor as well
one (1) utility man. In this school year 2019-2020, the as the School Head for courtesy to conduct the study.
total enrolment of the school is 870 in all. For the All communications were signed and approved by the
Elementary school, it has a total of 474 with 236 male concerned personalities of St. Peter's College.
and 238 female pupils, Junior High School has 176
male and 167 female students, a total of 343, and the There were two lesson plans prepared in the conduct
Senior High School has a total of 53 with 28 male and of the study. The lesson plan in English 6 was
25 female students. followed and used in the Comparative Group and a
lesson plan integrated with Individualized Reading
The aforementioned school supported the program: Materials was used by the Individualized Reading
“No Child is left behind.” It strives to make every Group. The researcher-made lesson plan was taken
child a reader, so the teachers, especially the English from the K-12 Curriculum Guide to both Comparative
teachers, committed to supporting the program. At and Individualized Reading groups.
present, the school and its teachers work together to
create activities that serve as venues for the pupils or Since this study utilized a standardized test from Phil-
students to be regularly exposed to books. This is to IRI, no validation was needed. The pretest was
develop their reading abilities and to reach the administered to both groups of pupils. Pupils were
standards of reading competencies. The classrooms of given the pretest one week before the study and before
some of the teachers have mini-libraries to provide teaching the particular study. The pretest was given
their pupils or students with reading materials, so they and the same selections were used in the posttest.
get a chance to read books during their free time. The However, the comprehension questions were in a
research locale was near the residence of the different placement to avoid learners' familiarity with
researcher thus, the study was conducted there. the items.

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Research Article

Following the lesson plans made, the two methods (56.00%) of the participants in both the individualized
were implemented in the class of two groups of and comparative groups belonged to the least mastered
participants. The traditional teaching was done to the category, while none of the participants belonged to
co m p arati v e group at 8:30 - 9:20 and the the mastered category. A considerable number of 15
Individualized reading materials at 9:20-10:10 for the (44.00%) of the participants could be traced to the
individualized reading group. After the presentation of nearing mastery level.
the lesson, the teacher distributed the reading materials
to each pupil. The participants read the selection The above information meant that the two groups
silently and answered the comprehension questions participating in this study were comparable in their
with multiple choices after reading. The reading reading comprehension ability. Further, it meant that
materials were used also in the discussion of the lesson the experiment was on the good ground since the
properly. Posttests were conducted after two months of respondents in the two groups had equal conceptual
intervention. Results were scored, analyzed, and standing. Sun (2013) claimed that one of the
interpreted. After conducting the pretest and posttest, requirements for an experimental study to yield valid
the pupils’ scores were tallied and analyzed using the results was to establish comparability. For the sense of
statistical tools, the frequency, percentage, and mean. the experiment, it was of chief importance to warrant
the equivalence of the groups at the start of the
experiment.
Results and Discussion
With the logic of comparability, it was implied that
there was a good basis to establish the improvement of
This chapter discusses the data displayed in the tables
the reading ability of the participants in the
and graphs. The data were analyzed, interpreted, and
experiment. The differences in the results between the
supported by related literature or studies.
scores of the comparative group and the individualized
What are the pre-reading comprehension of the group were established to show the usability of the
participants in the individualized reading group strategy being experimented on.
and comparative group?
What are the post-reading comprehensions of
theparticipants in the individualized reading group
Table 1. Distrib u tio n of the Pre- rea d ing
and comparative group?
Comprehension of the Participants in the
Individualized Reading Group and Comparative
Table 2. Distribution of the Post-reading
Group.
Comprehension of the Participants in the
Individualized Reading Group and Comparative
Group.

Table 1 presents the pre-reading comprehension of the

participants in individualized and comparative groups.
Table 2 presents the post-reading comprehension of
Results revealed that slightly more than half or 19

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Research Article

the participants in the individualized and the mastery in the pretest. The least mastered was reduced
comparative groups. Both groups, in their post-reading into one (1), wherein the pretest, there were 19; and
comprehension, showed improvements in their scores the number of nearing mastery dramatically increased
that fell in the Nearing Mastery and Mastered from 15 (44.00%) in the pretest to 28 (82.00%) in the
categories. The data meant that both the strategies used posttest.
worked in improving the comprehension of the
participants in the individualized and comparative The preceding data indicated that the strategy used in
groups. However, the participants in the individualized the individualized group, individualized reading was
group performed better than the participants in the very useful in improving the reading performances of
comparative group. the participants. Further, the data showed that there
was good progress in the comprehension ability of the
The foregoing data implied that the pupils in the two participants. This implied that the individualized
groups benefited from the respective strategies used, reading strategy was a good intervention tool in raising
but the greater benefit was experienced by the pupils the comprehension of the pupils.
in the individualized group. This implication was
aligned to the implication presented by Sundling Brown (2011) described individualized reading as a
(2012), which stated that the nature of strategies strategy that worked. It was an individualized
showed their capability to improve something; instruction that could help the pupils gained self-
however, they did come in the same degree of confidence as learners because lessons were designed
usefulness as each fitted with a purpose. to fit their particular or individual capabilities. As
pupils progressively built understanding and mastery
What are the pre-reading and post-reading of more difficult material, they gained the self-
comprehension of both participants in the assurance that they had the skills necessary for them to
individualized reading group and comparative be successful.
group?
As noticed, the result displayed in Table 3.1 aligned
Table 3. Distribution of the Pre-reading and Post- with the notion presented by Brown (2011). The
reading Comprehension in the Individualized Group. pupils’ scores in the posttest notably improved to a
good category.

Table 4. Distribution of the Pre-reading

and Post-reading Comprehension in the
Comparative Group.

Table 3 presents the distribution of the participants in

terms of their pre-reading comprehension and post-
reading comprehension. The results revealed that there
were improvements in the comprehension of the Table 4 (Figure 5) presents the distribution of the
participants. Five (5) or 15% of the participants had subjects in terms of their pre-reading comprehension
shown mastery in the posttest, while no one got and post-reading comprehension. The result in the
comparative group displayed that all the scores of the

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Research Article

participants fell on the least mastered and nearing the test was not undermined by a difference in
mastery skills category in the pre-reading or pretest, abilities. According to Altman (2011), the validity of
respectively. Also, this result showed that the an experiment was undermined if the groups compared
comprehension of the participants improved by 3% in did not have comparable abilities or perceptions. In
mastery level in the posttest, and the number of pupils this contention of Altman (2011), the differences in the
in the least mastered (19) reduced in the post-reading abilities of the individuals could not establish the
comprehension or posttest. increase or decrease of the scores of the participating
groups and could not determine whether the strategy
The foregoing results meant that the traditional reading being experimented had worked or had not.
strategy used in the comparative work had benefited
the pupils as there was a leap of eight pupils who rose Is there a significant difference between the post-
to near mastery (7) from least mastered, and mastered reading comprehension of the participants in the
(1) from nearing mastery. This information could be individualized and comparative groups?
explained by the words of Johnson (2008), which
reported that traditional strategies could still work in Table 6. The Difference in the Post-reading
improving the reading abilities of students. No strategy Comprehension of the Participants in the
did not work; one just had to use it in a proper setting, Individualized and Comparative Groups
and manipulate it to work.

Is there a significant difference between the pre-

reading comprehension of the participants in the
individualized and comparative groups?

Table 5

The Difference in the Pre-reading Comprehension of

the Participants in the Individualized and
Comparative Groups Table 6 presents the comparison of paired differences
in the po st-read ing comp reh en sion of the
individualized and comparative groups. The result
showed a p-value of .000, which was lower than the
0.05 level of significance (2 tailed), which meant that
Ho2, was rejected. This result meant that there was a
significant difference between the posttest scores of
the individualized group and the posttest scores of the
comparative group.

Further, the aforementioned result indicated that the

Table 5 presents the comparison of paired differences pupils in the individualized group performed better
in the pre- reading com p r eh en sio n of the than the comparative group. This situation implied that
individualized group and comparative group. The the individualized reading material strategy used in the
result showed a p-value of .311 exceeding the 0.05 individualized group worked better than the traditional
level of significance (2 tailed), which meant that Ho1, strategy used in the comparative group. This
was accepted. It revealed that there was no significant contention branched to the idea that the former
difference in the mean pre-reading comprehension of strategy produced greater efficiency than the latter
the participants in the individualized and comparative (Carlisle et al., 2011).
groups. This showed that at the beginning of the
experiment, the two groups had comparable mean Additionally, it was implied that the individualized
score differences in their pre- reading comprehension. reading strategy, could be used as a remediation or
This result meant that the pupils involved in the in terv en tio n tool to imp rov e the read ing
experiment were not systematically different. comprehension skills of the pupils. Connor (2015)
supported the foregoing claimed. In his work, strong
The preceding information implied that the validity of evidence of the workability of the individualized

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Research Article

reading strategy was presented. He presented that strategy had a high degree of effectiveness.
individualizing reading instruction was giving them
the reading materials that fitted their level. The pupils Table 8. Paired Differences in the Pre-reading and
got the interest to read if the materials were not Post-reading Comprehension of the Participants in the
difficult or not beyond their level. When they did not Comparative Group.
understand the text given, they tended to argue that the
reading material was not properly written. This
condition was frustrating on the part of both the
teacher and the pupil.

Is there a significant difference between the pre-

reading and post-reading comprehension of
participants both in the individualized group and
comparative group?
Table 8 (Figure 9) presents the comparison of paired
differences in the pre- reading comprehension and
Table 7. Paired Differences in the Pre-reading and
post-reading comprehension scores in the comparative
Post-reading Comprehension of the Participants in the
group. This showed that there were significant
Individualized Group. differences in pre- reading comprehension and post-
reading comprehension scores in the comparative
group. As shown in the table, the level of significance
(2 tailed) using the paired sample test was .000, which
was lesser than the accepted value. This meant that the
Ho4 was rejected. The result showed that there was a
significant difference between the pretest and posttest
scores in the comparative group.

The preceding result implied that the pupils in the

Table 7 (Figure 8) presents the comparison of paired comparative group performed better in the post-test.
differences in the pre- reading comprehension and This further implied that the pupils substantially
post-reading comprehension scores in the understood the reading selection given to them in the
individualized group. This showed that there were posttest using the tradition of inclusion reading
significant differences in pre- reading comprehension strategy. The traditional or inclusion strategy was also
or pretest and post-reading comprehension or posttest useful as a teaching reading tool. Cronbach and Snow
scores in the individualized group. As shown in the (2007) showed that inclusion strategy supported the
table, the level of significance (2 tailed) using the classroom-reading ability of children. It could
paired sample test was .000, which was less than the challenge the child to work better to be in place with
accepted value. This meant that the Ho3 was rejected the others. Using the traditional or inclusion strategy
in favor of the alternative hypothesis. This further could raise the pupils reading gains when combined
illustrated that there was a great difference in the with Directed Reading Thinking Activity (DRTA).
performance of the individualized group between the
pretest or pre-reading comprehension and their posttest
or post-reading comprehension. Conclusion
The aforementioned result implied that the
individualized reading material strategy used was able Based on the results of the study, the researcher
to increase the comprehension of the pupils; therefore, forwarded some conclusions based on the result of the
it was effective in improving the cognitive abilities of research:
the pupils to gain comprehension of what they were
reading. This implication got the support from Connor There were no significant differences between the
et al. (2014) whose work experimented on the pretest scores in the Comparative and Individualized
effectiveness of the individualized reading material Reading groups. The majority of the learners' pretest
strategy with Grade six pupils. His findings scores in both groups were in the least Mastered
significantly showed that the individualized reading performance category. There were significant

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Research Article

differences in the mean posttest scores of the learners as possible.

between the Comparative and Individualized Reading 4. Learners, specifically those who are at frustration
groups. The majority of the pupils in the Comparative level or have reading difficulty should willingly and
group remained to have a higher percentage in the voluntarily subject himself to read and give focus on
Least Mastered performance category, while in the reading. They should learn to listen to their teachers,
Individualized group showed a great increase in school counselor, and parents’ advice so that they
Nearly Mastered and even an increase in Mastered could achieve the goal which was not only reading, but
category. There were significant differences in the reading with comprehension.
pretest and posttest scores of the pupils in the 5. The intervention proposed and presented by this
Comparative and Individualized groups. Most pupils study should be implemented, first, in the research
in the Comparative group were in the Least Mastered locale, and later in other schools
performance category in the pretest and some were 6. Future researchers should also use this for future
promoted to Nearing Mastery in the posttest. In the research related to this study as a reference. They
Individualized group, some pupils also were in the should also increase the number of respondents or
Least Mastered in the pretest and promoted to Nearing choose other grade levels in the elementary to further
Mastery and Mastered performance category, verify the findings in this study.
respectively, in the posttest. Therefore, this study
concluded that the use of individualized reading
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