• Janine A. Pecino
• Fausto C. Romero, Jr.

This study examined the effects of contextualized reading intervention materials on the reading performance of Grade 2 learners at Cagamutan Elementary School, Garchitorena District, Division of Camarines Sur, during the 2024–2025 academic year. Specifically, the study aimed to: (1) assess the initial reading performance of learners; (2) describe the design of the contextualized reading materials; (3) determine the curricular validity of the materials; (4) evaluate learners’ reading performance after implementation; (5) analyze the significance of changes in reading performance; and (6) measure the extent of the materials’ impact. A descriptive-comparative-correlational research design was employed. Data were collected through a teacher-made reading test administered to 30 learners and a curricular evaluation checklist completed by five expert validators. Quantitative data were analyzed using mean, standard deviation, proficiency levels, t-tests, and Cohen’s d. Findings revealed an initial reading performance of 41.27%, indicating a need for targeted intervention. The contextualized materials were rated highly valid (M = 4.00) and demonstrated positive effects on reading engagement and comprehension. Post-intervention performance improved to 77.4%. Statistically significant gains were observed in decoding (t = -5.58), fluency (t = -7.12), and vocabulary (t = -9.87), all with p-values of 0.000. Effect sizes were large across all domains (Cohen’s d = 3.22, 2.69, and 4.42), confirming substantial improvements. The study concludes that contextualized reading interventions are highly effective in enhancing early-grade literacy, particularly in decoding, fluency, and vocabulary development.

Contextualized Intervention Material, Reading Performance, Grade 2 Learners

"Contextualized Intervention Materials and Reading Performance of Grade 2 Learners ", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.12, Issue 5, page no.i798-i803, May-2025, Available :http://www.jetir.org/papers/JETIR2505990.pdf

"Contextualized Intervention Materials and Reading Performance of Grade 2 Learners ", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.12, Issue 5, page no. ppi798-i803, May-2025, Available at : http://www.jetir.org/papers/JETIR2505990.pdf