MULTILITERACIES APPROACH ON READING COMPREHENSION

Author

Flavianita G. Cervania


Abstract

 This study aimed to determine the effect of the Multiliteracies Approach on the English reading comprehension of Grade 5 pupils at Lydia D. Villangca Elementary School. A quasi-experimental research design was employed to examine the effectiveness of the approach in improving reading comprehension. The control and experimental groups were administered pretests and posttests, each consisting of 20 multiple-choice items. 

Additionally, a retention test was administered to the experimental group to assess the extent to which learning gains were maintained following the intervention. The pretest results indicated that the control and experimental groups had comparable levels of reading comprehension prior to the implementation of the intervention. However, the experimental group demonstrated higher posttest performance, with a greater number of pupils attaining the Independent Reading Level. The experimental group also obtained a higher mean posttest score than the control group, suggesting that the Multiliteracies Approach contributed to improved reading comprehension. The comparison between the posttest and retention test results revealed a significant difference in the experimental group's performance. The findings also indicated that all pupils in the experimental group attained the Independent Reading Level following the implementation of the intervention. In addition, the participants' positive responses reflected favorable perceptions of the Multiliteracies Approach as a strategy for enhancing English reading comprehension.

Overall, the findings suggest that the Multiliteracies Approach may serve as an effective instructional strategy for improving pupils' reading comprehension and performance in the Philippine Informal Reading Inventory (Phil-IRI). Its integration into English reading instruction is therefore recommended to support the development of reading proficiency among elementary school learners.



Keywords

Multiliteracy approach; reading comprehension; quasi experimental



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References


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