Improving Reading Comprehension Skills Among Grade 1 Students Through Digital

Text Reading as a Learning Tool

An Academic Research
Presented to the Faculty of the Teacher Education Department

In Partial Fulfillment
of the Requirements for the
Degree Bachelor of Elementary Education Major in Generalist

Mei Marie Costelo Zamora

2025
 CHAPTER I

Introduction

Rationale

Reading can serve as a transformative journey, especially during the critical formative

years of a child's educational development. It extends beyond the mere decoding of words;

fundamentally, it fosters independence, enhances critical thinking skills, and cultivates a deep

understanding of language. Al-Khasawneh (2020) articulates that language development

unfolds in stages, encompassing comprehension, expression, reading, writing, and effective

communication—each of which constitutes a vital component of the literacy framework.

The reading landscape has experienced significant evolution, particularly with the

increased prominence of digital texts. A considerable number of students today are inclined

towards e-books and online resources, appreciating the vast array of information at their

fingertips. Since 1999, research has proliferated, highlighting a discernible shift towards digita l

reading; yet, scholarly debates persist regarding whether digital formats can wholly replicate

the benefits associated with traditional print literature. Notably, research findings by M. Reich

et al. indicated that 200 children demonstrated superior performance on reading assessments

when engaging with physical books (Reich et al., 2019).

The integration of digital technology within literacy development affords compelling

opportunities for learners, especially those acquiring English as a second language. Recent

scholarship, including work by Murphy & Arciuli (2024), underscores that the effective

amalgamation of digital tools and targeted reading strategies can significantly augment literacy

skills for this demographic. In the context of the Philippines, addressing challenges related to

reading comprehension is of paramount importance. This article delves into innovative

methodologies aimed at harnessing technology within educational paradigms. Strategies such

as interactive digital resources and adaptive learning platforms are essential for advancing

literacy skills, thus ensuring that students are equipped to thrive in the 21st century (Mallari,

2024). Educational leaders are presented with a pivotal opportunity to embrace these

innovations, thereby nurturing engaged, critical, and creative lifelong learners poised for a

digital future.

Recent findings from the Programme for International Student Assessment (PISA) in

2022 reveal a troubling situation in which the Philippines ranks among the bottom 10 countries

out of 81 evaluated, particularly with respect to reading comprehension. In response to this

pressing issue, the Kiddie ReCom application has been developed to enhance students' reading

abilities across three fundamental levels: literal, inferential, and evaluative. This innovative

platform offers an engaging computer-based assessment characterized by contextualized

narratives that captivate students, complemented by essential definitions and translation tools

to bolster vocabulary acquisition and comprehension. Through the utilization of such resources,

we are empowered to cultivate the forthcoming generation of proficient readers and critica l

thinkers.

Despite a plethora of studies investigating strategies to bolster reading comprehens io n

among first-grade students, there exists a conspicuous deficiency in localized research,

particularly related to reading proficiency at San Jose Elementary School. Recognizing this

gap, our study aims to explore the potential of digital text reading as a means of enhancing

comprehension for these early learners. This research seeks not only to bridge that gap but also

to empower students in the development of their foundational reading skills, thereby laying the

groundwork for future academic success. By evaluating the efficacy of digital text reading, we

aspire to provide educators and administrators at San Jose Elementary with insightful data to

inform the development of impactful reading interventions and programs that have the potential
to effect meaningful change. The researchers' investigation will be meticulously designed to

address these knowledge gaps by delivering a comprehensive and critical analysis of the

interplay among child characteristics, item characteristics, the implementation of vocabulary

scaffolds, and reading comprehension within a digital context. We employed an extensive

observational dataset reflecting children's interactions with a real-world digital reading

resource that enhances the traditional classroom curriculum. Our analyses elucidated key

factors linked to scaffold usage and the influence of these factors on the relationship between

scaffold utilization and reading comprehension.

Review of Related Literature

This section of the study discusses research on reading comprehension skills and how

digital text reading can enhance it. The literature is divided into these categories: Reading

Comprehension Skills which underscored score the decoding skills, fluency, and vocabulary of

students and Digital Text Reading.

READING COMPREHENSION

Reading comprehension is the cornerstone of academic success and vital for meaningful

engagement in our society (Spencer et al., 2018; Toste et al., 2020). When reading struggle s

and literacy challenges are overlooked early on, they can follow individuals into adulthood,

resulting in lowered educational attainment, fewer job skills, and higher unemployment rates

(Maughan et al., 2020). It’s clear: mastering reading is a critical skill that every student must

cultivate.

But what exactly does reading comprehension entail? It goes beyond merely decoding

words; it involves grasping, interpreting, and critically analyzing information. Nurhidayah

(2023) emphasizes that effective strategies can significantly enhance comprehension.

Techniques like activating prior knowledge, posing questions, visualizing content,

summarizing ideas, and predicting outcomes help readers connect fresh information with what

they already understand. Incorporating graphic organizers can also be powerful, as they

visually map out the relationships among ideas, making complex information more digestib le

(Gedik & Akyol, 2022). When students regularly practice these strategies, they can experience

remarkable growth in their reading skills. This development not only boosts their academic

performance but also strengthens their ability to handle challenging texts in various contexts

throughout their lives.

In tenth grade, students face a pivotal moment in their educational journey. They must

tackle increasingly complex texts in all subjects, making strong reading comprehension skills

essential. Recent research highlights that direct instruction methods can effectively elevate

reading comprehension outcomes for high schoolers. This critical grade represents a transitio n

from basic learning to tackling advanced concepts head-on.

Being proficient in reading comprehension is crucial for navigating the intricate texts

found in literature, science, history, and beyond. Without these skills, students may find

themselves struggling to understand key concepts, analyze information critically, and express

their ideas clearly—whether in classroom discussions or real-world situations (Baker et al.,

2020; Magliano et al., 2023). Moreover, there’s a compelling link between effective text

comprehension and academic success, including future career opportunities.

Studies show that students with strong reading comprehension are likely to excel on

standardized tests, achieve higher grades, and demonstrate enhanced critical thinking skills

(Kheang et al., 2024; Li & Doyle, 2020). That’s why investing in strategies to bolster reading

comprehension for tenth graders is so vital for their academic and future prosperity. Direct

instruction methods provide a structured approach to teaching, focusing on explicit skills

development through clear objectives, modeling, guided practice, and constructive feedback.

This fosters active engagement and mastery of essential skills (Mohammed, 2024).

In the realm of reading comprehension, direct instruction incorporates various

strategies, including explicit teaching of comprehension techniques, vocabulary development,

text structure analysis, and metacognitive awareness (Madebo & Gutema, 2023). By breaking

down the components of comprehension and offering explicit instruction, these methods

empower students with a toolkit of strategies to tackle complex texts effectively (Ebrahimzade h

& Alavi, 2019; Lanchwathanakorn, 2011; Stewart et al., 2023). Numerous studies confirm the

effectiveness of these teaching methods in improving reading comprehension among high

school students. For instance, a meta-analysis by Thomas et al. (2022) found that direct

instruction interventions led to substantial advancements in reading comprehension across

various grade levels, including high school. Additionally, research by Kim et al. (2021)

highlighted the positive impact of direct comprehension instruction on the skills of tenth-grade

students with learning disabilities.

According to a recent article by Lee, A. M., JD. (2023), key skills for effective reading

comprehension include decoding, fluency, vocabulary development, and text cohesion. Factors

like word-reading accuracy and fluency, along with vocabulary knowledge, play a significa nt

role in reading comprehension. It’s vital to recognize that mastering word-reading skills is a

gradual journey, profoundly influenced by foundational reading-related skills pertaining to

smaller linguistic units. This intricate relationship underscores the importance of these skills in

the broader learning process. Thus, it is imperative to commit to cultivating strong reading

comprehension skills today, ensuring that students are well-equipped for the challenges of

tomorrow.
 Decoding. Reading comprehension, defined as the engagement with text to extract and

construct meaning (Snow, 2022), is fundamentally crucial for academic success and future life

outcomes (National Institute of Child Health and Human Development [NICHD], 2020; Snow,

2022). Nevertheless, data from the U.S. Department of Education (2013) reveal that only

approximately 36% of fourth graders and 34% of eighth graders in the United States achieve

reading comprehension scores at or above proficiency by the conclusion of the academic year.

Alarmingly, approximately 31% of fourth graders and nearly 24% of eighth graders

consistently score below even the basic level of reading comprehension. This statistic signals

that a significant proportion of fourth and eighth graders may struggle with more sophisticated

cognitive tasks that extend beyond the textual material, such as comparing and contrasting ideas

or making inferences. This trend raises serious concerns considering the essential role that

comprehension skills play in academic, workplace, and daily life success, which include s

interpreting newspapers and understanding forms and contracts.

Decoding is a critical precursor to reading comprehension. It is well-documented that

deficits in decoding often lead to difficulties in comprehension (Perfetti, 2019; Perfetti & Hart,

2021; Perfetti & Hogaboam, 2019; Perfetti, Landi, & Oakhill, 2021; Shankweiler et al., 2019;

Snow, Burns, & Griffin, 2021). However, research indicates that between 10% and 15% of

children aged 7 to 8 years who perform normally on decoding assessments still exhibit

deficiencies in reading comprehension (Nation & Snowling, 2021 Stothard & Hulme, 2020;

Yuill & Oakhill, 2019). Decoding is foundational for young learners, enabling them to

articulate words encountered in spoken language prior to their exposure in written form.

Mastery of decoding skills is vital, as it establishes the groundwork for the augmentation of

advanced reading abilities.

Reading can be conceptually dissected into two primary components: decoding and

reading comprehension. Research by Güldenoğlu et al. (2022) and Turna & Güldenoğlu (2019)
illustrates that these components develop not only sequentially but also hierarchically, each

building upon the other. It is imperative to emphasize that while decoding serves as a necessary

initial step, the ultimate objective of reading is comprehension. Without the ability to discern

meaning within the text, a reader's experience is relegated to the superficiality of mere word

pronunciation devoid of substantive insight.

Moreover, empirical evidence highlights that the ease of linking written language to

spoken language—termed language transparency—significantly affects the interplay between

decoding and reading comprehension. In languages characterized by inconsis te nt

orthographies, where the relationship between phonemes and graphemes is unpredictab le,

decoding emerges as an even more pivotal predictor of reading success. Caravolas et al. (2019)

endorse this perspective, asserting that decoding challenges can profoundly influence a reader's

comprehension, particularly within more intricate linguistic frameworks.

In alignment with the Simple View of Reading, both word decoding and oral language

demonstrate associations with reading comprehension across various developmental stages,

including early childhood (Catts, Hogan, & Fey, 2023; Vellutino, Tunmer, Jaccard, & Chen,

2019), middle childhood (Catts et al., 2020), adolescence (Tilstra, McMaster, Van den Broek,

Kendeou, & Rapp, 2019), and adulthood (Sabatini, Sawaki, Shore, & Scarborough, 2020).

Investigations indicate that the relative contributions of each component to reading

comprehension are asymmetrical, varying with the reader’s level of proficiency as they mature.

Specifically, word decoding bears greater significance for younger readers, whereas oral

language acquires prominence for adept readers (Ouellette & Beers, 2020; Storch &

Whitehurst, 2022; Vellutino et al., 2019). As children refine their decoding abilities, the skill

becomes fluent and ceases to be a limiting factor in their reading comprehension.

 Additionally, by the conclusion of elementary education, the focus of reading

comprehension evolves from basic, fact-based inquiries toward more complex material. These

developmental transitions necessitate an increasing emphasis on oral language for reading

comprehension from middle childhood onward (Foorman, Herrera, Petscher, Mitchell, &

Truckenmiller, 2015). For kindergarten students who are just embarking on their reading

journeys, comprehension is more intricately associated with decoding abilities than with oral

language proficiency. In essence, the interplay between individual differences in word

decoding and reading comprehension is particularly pronounced in kindergarten, where word

decoding significantly contributes to comprehension more than oral language does.

Fluency. It is defined as the ability to read text accurately and quickly, is posited to

enhance reading comprehension by freeing cognitive resources, such as working memory, to

focus on the meaning of the text (LaBerge & Samuels, 2024; Perfetti, 2019, 2020; Wolf &

Katzir-Cohen, 2021). When word recognition is inefficient—characterized by slow and

laborious reading—cognitive load is disproportionately allocated to decoding at the expense of

comprehension. Given the essential link between proficient reading of connected text and

comprehension, recent decades have witnessed an increasing emphasis on the importance of

fluency instruction (Bashir & Hook, 2019; Chard, Vaughn, & Tyler, 222; Therrien, 2024;

Welsch, 2019).

This concern is particularly salient for students with learning disabilities (LD), who

frequently encounter challenges in developing reading fluency (Bashir & Hook, 2019; Chard

et al., 2022; Chard, Ketterlin-Geller, Baker, Doabler, & Apichatabutra, 2019). The resultant

frustrations associated with reading can engender an aversion to reading tasks, consequently

limiting the amount of time these students spend engaging with texts. This diminished exposure

impairs vocabulary acquisition and comprehension development, thereby perpetuating the

achievement gap for this demographic (L. S. Fuchs, Fuchs, & Compton, 2020). As such,
interventions aimed at improving fluency are vital components of effective reading instructio n

for students experiencing reading difficulties (Bashir & Hook, 2019; Chard et al., 2019;

Morgan, Sideridis, & Hua, 2022; Therrien, 2024).

The National Reading Panel (NRP, 2020) identified fluency as a critical factor for

reading comprehension; however, observational studies indicated that fluency instruction is

frequently neglected for students with LD (e.g., Swanson, 2019). Among the effective

strategies identified is guided oral repeated reading (RR), which, coupled with teacher or peer

feedback, was found to enhance reading fluency and comprehension for all readers. The

recommendations from the NRP were subsequently integrated into the No Child Left Behind

Act (2002) and the reauthorization of the Individuals with Disabilities Education Act (2004),

mandating schools to assess individual progress, implement research-based instructio na l

practices, and address the needs of students with LD in areas including reading fluency.

Reading is fundamentally acknowledged as a crucial aspect of educational pedagogy,

shaping the learning experiences within academic institutions globally. As emphasized by Pepe

(2024), reading is recognized as a foundational element that supports the acquisition of

knowledge. Within this context, research has identified two primary competencies that

characterize children's reading abilities: reading fluency and reading comprehension. These

competencies are intrinsically linked; together, they function synergistically to enhance

students' overall reading proficiency (Hjetland et al., 2019). Ardington et al. (2021) discovered

a robust positive correlation between children's reading fluency and comprehensio n,

particularly among those reading at a slow pace of fewer than 35 words per minute (WPM).

This finding underscores that reading fluency transcends mere speed, encompassing thoughtful

engagement with the text.

 Moreover, reading fluency significantly influences children's comprehension by

activating essential cognitive processes that operate seamlessly and automatically. These

processes are critical for integrating several key components: (a) phonology, which pertains to

the understanding of sounds associated with letters and words; (b) vocabulary knowledge,

which encompasses both breadth and depth in word recognition; and (c) reading intonatio n,

which relates to the rhythmic and expressive features of speech (Samuels & Decker, 2023).

Collectively, these elements contribute to a nuanced understanding of reading fluency, enabling

children to engage with texts not only efficiently but also with depth and comprehension.

Vocabulary. The relationship between vocabulary knowledge and reading

comprehension is extensively documented, with a robust vocabulary identified as a critical

predictor of reading success (Hempenstall, 2019; Matsuoka & Hirsh, 2020; Snow, 2021).

Additionally, proficiency in vocabulary is instrumental in contemporary society. A

comprehensive vocabulary not only reflects a strong command of lexical elements but also

augments communicative potential, linguistic fluency, and grammatical precision

(Mohammad, 2021). Thus, vocabulary acquisition is imperative not only for the acquisition of

a second language (L2) but also for the mastery of one’s first language (L1). Individ ua ls

endowed with extensive vocabularies are more effectively equipped to enhance their

communicative competence, thereby facilitating more active engagement in societal discourse

(Bešter Turk, 2021; Šterman Ivančič & Mlekuž, 2023). The documented contributions of

vocabulary knowledge to academic achievement, particularly in the realm of reading

comprehension, continue to emphasize its growing significance (Pearson et al., 2020).

While students are exposed to a plethora of new vocabulary throughout their educational

journeys, a notable discrepancy remains between the words they comprehend and those they

utilize in communication. Generally, students internalize a broader lexicon than they actively

deploy in the construction of varied text types. Through linguistic inference, students
demonstrate the ability to understand concepts beyond the explicit information presented in

texts (Godec Soršak, 2019). In educational settings, non-fiction materials encompassing

disciplines such as science, social studies, language, and mathematics serve as vehicles for

enhancing students’ reading capabilities alongside content knowledge at the elementar y

educational level (Ioannidou et al., 2019; Jung, 2019). Educators frequently provide targeted

instruction to aid students in mastering vocabulary across a diverse range of subject matters.

For instance, in social science curricula, teachers engage students by formulating

inquiries related to text content, facilitating collaborative reading activities, and introducing

pertinent new terminology (Heyne et al., 2023; Morris et al., 2019). The vocabulary instructio n

process typically commences with the instructor verbalizing the target word, elucidating its

meaning, contextualizing its use, posing questions that require its incorporation in student

responses, and offering additional clarification as necessary (Byrne et al., 2023; Higgins et al.,

2015).

According to Paynter et al. (2019), students with a restricted vocabulary often encounter

academic challenges and experience adverse ramifications in various life domains. The breadth

of a student’s vocabulary stands as a fundamental predictor of their reading comprehension and

overall literacy skills (Petek, 2022). The significant roles of both explicit and incidenta l

vocabulary learning are underscored by numerous scholars (Mohammad, 2021), asserting that

educational environments provide optimal opportunities for mastering both dimensions of

vocabulary acquisition.

The process of learning a new language is inextricably linked to vocabulary acquisitio n.

Knowledge of vocabulary is essential for mastering a new language. Experts have posited

diverse definitions concerning vocabulary. Notably, Richards and Renandya (2022: 255)

characterize vocabulary as a core component of language proficiency, serving as the foundation

for how learners engage in speaking, listening, reading, and writing. A lack of an extensive

vocabulary and effective strategies for acquiring new vocabulary often restricts learners from

realizing their full potential, resulting in a disinterest in taking advantage of language- learning

opportunities, such as engaging with radio programming, interacting with native speakers,

utilizing language in various contexts, and consuming written or visual media. Hatch and

Brown (2019: 1) offer an alternative definition, viewing vocabulary as a set of words specific

to a language, or a selection of words that individual speakers might employ. Moreover, they

argue that vocabulary represents the only system governed by alphabetical organization. Ur

(2024: 60) defines vocabulary as encompassing the words taught in a foreign language.

Additionally, Brown (2021: 377) critiques the notion of vocabulary items as

monotonous lists of words that require mere memorization, advocating for an understanding of

lexical forms within contextualized, meaningful language. Schmitt (2019: 241) elaborates on

the concept of knowing a word by stating that it encompasses familiarity with its frequency of

use, contextual associations, syntactic behavior, and semantic features. Vocabulary is thus

central to second language (L2) acquisition; as McCarthy (2019: 140) asserts, without an

adequate lexicon to articulate a diverse range of meanings, communication in an L2 is rendered

ineffectual. Nation (in Schmitt, 2020: 5) delineates the multifaceted knowledge a learner must

acquire to fully understand a word, including its meaning, written and spoken forms,

grammatical behavior, collocations, register, associations, and frequency. Finally, Hebert and

Kamil (2019: 3) articulate a comprehensive understanding of vocabulary, emphasizing its

pivotal role in effective communication and language proficiency.

DIGITAL TEXT READING

Textbooks are integral components of K-12 education, serving multiple roles includ ing

the reflection of academic standards, the implementation of specified educational objectives,

and the communication of prevailing ideologies embedded within public curricula (Chang,

2019; Mayer, Bove, Bryman, Mars, & Tapangco, 2021). The emergence of new technologica l

innovations in the consumer market, particularly the enhanced accessibility of electronic texts

such as hardware e-book readers and extensive online text collections, has gained notable

traction (Kissinger, 2023). In this evolving landscape, the use of digital textbooks is

increasingly recognized as a vital practice, exerting a significant influence on educationa l

productivity through potential improvements in academic outcomes and reductions in costs

(Johnston, Berg, Pillon, & Williams, 2019; Rockinson-Szapkiw, Courduff, Carter, & Bennett,

2020).

Despite the anticipated widespread adoption of digital textbooks accompanied by a

broad array of interactive learning features among students and educators in K-12 settings,

these resources have yet to make substantial inroads into the realm of Chinese K-12 education.

While the prospective benefits of digital textbooks for educational settings are considerable,

their utilization among young learners often remains minimal and peripheral (Huang, Liang,

Su, & Chen, 2022). Continued engagement with digital textbooks is pivotal in granting students

access to multimedia-enriched content and interactive features that foster personalized learning

experiences (Huang et al., 2022).

Digital textbooks represent a transformation beyond mere digital replicas of traditiona l

paper-based resources, with their integration of interactive multimedia elements significantly

enhancing visual appeal. The ability to reuse digital textbooks as needed enables the support of

learning through technological features such as note-taking, hyperlinks, and progress

monitoring (D’Ambra, Wilson, & Akter, 2023). Comparative studies have shown no significa nt

difference in cognitive learning outcomes and academic performance between univers ity

students utilizing mobile e-textbooks and those engaging with conventional print textbooks.

Nevertheless, findings indicate that students who opted for e-textbooks reported markedly
higher levels of perceived affective and psychomotor learning compared to their peers using

traditional formats (Rockinson-Szapkiw et al., 2023; Weisberg, 2021).

Nonetheless, challenges remain for younger learners when engaging with digita l

textbooks, including potential hindrances to the learning experience that could lead to reduced

usage. Research conducted by C. Gong, Chen, Cheng, Yang, and Huang (2023) highlig hts

technical barriers such as delays in system response time, along with the influence of teachers'

attitudes toward e-textbooks, which can adversely affect elementary students' use of these

digital resources. Usability concerns (Berg, Hoffmann, & Dawson, 2020) and the attitudes of

educators and parents further complicate this issue, while Stone and Baker-Eveleth (2023)

found that motivation and satisfaction concerning e-textbook utilization significantly impacted

their continued adoption among university students, informed by the technology acceptance

model (TAM).

The increasing role of digital media in promoting reading habits is underscored by the

advantages afforded by technological advancements. The younger generation now enjoys the

capacity to access educational resources beyond the confines of traditional classroom

environments. Consequently, the integration of technology in education has become a

fundamental necessity. In the context of English as a Foreign Language (EFL) learning,

technology is pivotal in enhancing students' confidence by fostering avenues for interactive and

independent engagement with the English language (Rintaningrum, 2023). This integratio n

cultivates a more effective learning environment by utilizing a diverse range of tools and

resources that augment the educational process (Istiara & Hastomo, 2023). Educators are

empowered to leverage technology to devise innovative teaching strategies that cater to the

varied needs and capabilities of their students, notably through the use of language applicatio ns,

online learning platforms, and digital communication tools (Donath et al., 2020). Research has

substantiated that technology deployment in EFL education enhances students' comprehension,

demonstrating that learners attain a deeper understanding of content when supported by

technological aids (Hol & Aydın, 2020; Zhang & Zhang, 2024).

Digital texts afford novel opportunities to bolster children's reading comprehens io n

(Dalton et al., 2021; Gonzalez, 2024; Proctor et al., 219; Zou et al., 2021). These resources

provide critical learning opportunities through integrated scaffolding features, offering

multimodal support that includes auditory and visual aids for pronunciation and

comprehension. Such features, commonly referred to in scholarly literature as hypertext glosses

(Yun, 2021), dictionaries (Furenes et al., 2021), annotations (Akbulut, 2019), and vocabulary

supports (Gonzalez, 2024; Proctor et al., 2019), are designed to enhance accurate pronunciatio n

and contextual understanding of individual words, thereby facilitating both vocabulary

acquisition and a more profound comprehension of the textual content.

Conceptual Framework

Experimental
Group

INPUT
Implementation of OUTPUT
Pre-test Digital Text Post-test
Reading
Control
Group

Figure 1. Conceptual Framework of the study

Figure 1 illustrates the conceptual framework of the study, which follows the Input -

Process-Output (IPO) model. This model divides the research into three key stages: Input,

Process, and Output, offering a clear and straightforward explanation of each phase. The

advantage of this approach lies in its ability to structure the study effectively, with each stage

building upon the previous one, ultimately leading to a stronger intervention plan.

The first stage, Input, involves administering pre-tests to assess students' reading

comprehension levels. These tests serve as a baseline, helping the researcher determine the

students' initial proficiency. This baseline data is essential for tailoring the teaching methods to

address the specific needs of the students. It also provides a reference point for measuring

improvements after the intervention, ensuring a solid foundation for evaluating progress.
 Additionally, the researcher will implement the intervention through the use of the

digital text reading. This intervention will span 1 month, during that which students will engage

with a new, interactive teaching method designed to make learning more engaging and improve

their comprehension skills. Following this, in the Output stage, a post-test will be administered

to assess the effectiveness of the digital text reading on the students' learning. The researcher

will then compare the results from the pre-test and post- test to evaluate any improvements in

comprehension, thereby determining the success of the intervention and its impact on the

students' learning outcomes.

Research Questions

This study aims to assess the effectiveness of digital text reading in developing the

reading comprehension skills of grade 1 students. The grade 1 students of specific section of

San Jose Elementary School were chosen as the major source of data.

Specifically, this study seeks to answer the following questions below:

a) What is the level of the students’ reading comprehension skills before the

intervention?

b) What is the level of the students’ reading comprehension skills after the

intervention?

c) Is there a significant difference in the level of reading comprehension

skills of the student’s before and after the intervention?

Hypothesis

This research study used the null hypothesis to address the research question. It sought

to determine whether the use of digital text reading had a positive impact on Grade 1 students'

reading comprehension skills. The following null hypothesis was formulated to guide this

research study:

Ho: There is no significant difference between the reading comprehension skills of the

Grade I students of San Jose Elementary School before and after the intervention.

Significance of the Study

This study seeks to offer valuable insights into how digital text reading can serve as an effective

learning tool for enhancing the reading comprehension skills of Grade 1 students. The

significant findings from this research could be highly beneficial to the following groups:

Students. This research is expected to benefit learners, particularly Grade 1 students,

by providing them with an opportunity to enhance their reading comprehension skills in a more

engaging and accessible way. By incorporating digital text reading into their learning, students

are likely to connect more effectively with the material being taught. The interactive and

dynamic nature of digital texts may help capture their attention, making the learning experience

more enjoyable and relevant. As a result, this approach could foster greater interest in reading,

leading to improved proficiency and a deeper understanding of the content. The integration of

digital reading tools might also help students develop essential literacy skills at an early stage

in their education.
 Teachers. The findings of this study can serve as a valuable resource for teachers,

offering insights into alternative and interactive teaching methods to improve reading

comprehension skills. By incorporating digital text reading into instruction, teachers may

observe increased engagement from students, particularly visual learners, which could

ultimately enhance their reading comprehension abilities.

School Administrators. This research could assist administrators at San Jose

Elementary School in introducing a new approach to literacy development. The findings can

be leveraged by school administrators to support teachers in effectively implementing digita l

text reading as part of their instructional strategies.

Parents. Parents will gain valuable insights into the types of reading materials that can

support their children's comprehension development. With this knowledge, parents may find

opportunities to actively assist their children in learning by encouraging reading at home,

creating a positive environment for learning, and fostering a love for reading to strengthen their

children's subject knowledge.

Future Researchers. The results of this study offer valuable insights for future

researchers, providing a foundation for exploring the effectiveness of incorporating digital text

reading with Grade 1 students. This understanding can guide future research, helping to design

more focused interventions and expanding the overall knowledge base in educational practices.

Scope and Delimitation

In this study, the scope and limitations were defined by focusing on one Grade 1 section

at San Jose Elementary School, consisting of (34) students. The aim was to assess the impact

of digital text reading on reading comprehension skills. A quasi-experimental design was used,

dividing the class into two groups. Specifically, (14) students, identified as having lower
reading levels based on pretest scores, were assigned to the treatment group, where they

received reading instruction thro ugh digital text reading. The remaining (20) students, whose

scores were above the frustration level, formed the control group and followed traditiona l

reading instruction methods.

The study focused on reading comprehension and utilized a pretest-posttest design with

two groups. The experimental group received digital text reading as part of their reading

curriculum, while the control group followed the regular curriculum without digital text

reading. Both groups took pretests to establish baseline data and posttests to measure progress.

Statistical analysis was used to compare the performance of the two groups. It is important to

note that the research was limited to one Grade 1 class at San Jose Elementary School (SJES),

and the findings may not be applicable to other grade levels.

 Chapter 2

METHODS

This section covers the methods and approaches the researcher plans to employ in

gathering information. It delves into the research design, research intervention, research

participants, research locale, data collection, data analysis, and ethical considerations that the

researcher must adhere to, including respecting privacy throughout the study.

Research Design

This study employed a quasi-experimental design with a quantitative approach.

According to Thomas (2020), quasi-experimental designs aim to establish causal relations hips

between dependent and independent variables. To evaluate the effect of the intervention, the

researchers administered pre- and post-tests. As explained by Creswell (2018), quasi-

experimental designs involve experimental conditions where participants are assigned to groups

by the researcher, but random assignment is not possible due to practical constraints. Prior to the

intervention, the participants' reading comprehension levels were measured using a pretest, and

their comprehension was reassessed after the intervention with a post-test. This method allows

the researchers to collect quantitative data and draw meaningful conclusions regarding the

intervention's effectiveness.

Research Participants

The study will use total population sampling to gather data. As defined by Canonizado

(2021), total population sampling is a purposeful approach in which the entire population with

specific characteristics is examined. Given that the population of interest is small and well-

defined, this method allows the researchers to assess every relevant participant, ensuring that no

potential bias is introduced by sampling techniques. This approach involves administering a pre-

intervention, providing the treatment, and then evaluating the students' reading comprehens io n
skills after the intervention.

The researchers selected the population for the study based on specific characteristics,

which aligns with a non-probability sampling method. Since the researchers are directly involved

as observers and practitioners at San Jose Elementary School, they have chosen to focus on Grade

1 students, who are part of the study’s target group. Given the researchers' direct access to these

students, a convenience sampling method was deemed most appropriate. This method allows the

researchers to select participants based on their eligibility and availability, making it a practical

choice for collecting information from students who are easily accessible and willing to

participate in the study.

The study will conduct (34) Grade 1 students from one section. The total populatio n

for experimental group are fourteen (14). Conversely, the total population for the control group

are twenty (20). Researchers will compare the individuals in the control group to those in the

experimental group to isolate the independent variables and examine its impact. Researchers will

compare the responses of the experimental group to those of a control group to see if the

independent variable impacted the participants.

Research Locale

Figure 2. Map of the Philippines highlighting the location of San Jose Elementary

School in Compostela, province of Davao De Oro.

Research Locale

This study will be conducted at San Jose Elementary School, located in Purok 2, Barangay

San Jose, within Compostela, Davao de Oro. Part of the Davao de Oro West District in Region

XI, the school has a rich history dating to its establishment on January 1, 1957. Initially, it

operated as a small, multi-grade school with only two teachers, housed in a modest structure made

from cogon grass and round timber. Today, San Jose Elementary School has grown substantia lly,

currently offering a complete elementary education program. It consists of a teaching staff of 18,

dedicated to supporting the educational needs of its community. San Jose, the barangay where

the school is located, is a key area within Compostela known for its agricultural base and vibrant

local culture, contributing to the overall development of Davao de Oro province.

Data Collection
 Some procedures and stages must be followed to obtain the participants essential data for

this study. Quantitative research involves analyzing and gathering numerical data to uncover

trends, calculate averages, evaluate relationships, and derive overarching insights (Fleetwood,

2023). In this quasi-experimental research study, the researchers collected the data before, during,

and after the intervention implementation.

Before Intervention. In this context, the researcher will follow a systematic approach

before conducting the intervention, which is aimed at preparing for data collection. To ensure

ethical standards are met and to facilitate responsible participant recruitment, the researcher will

first seek approval from the Research Ethics Committee. Next, the researcher will prepare lesson

plans to be used during the study and submit them to the appropriate authority for validatio n,

ensuring that the plans meet instructional quality standards and align with the learning objectives.

Following this, formal permission will be requested from the School Principal and the parents of

the participants at San Jose Elementary School. Once approval is granted, a pre-test session will

be held with the participants, where reading comprehension materials will be provided. During

this session, clear instructions will be given to ensure that each student understands the procedure.

The pre-test will then be administered to assess the baseline reading comprehension levels of the

participants.

During Intervention. The use of digital text reading instructions is designed to engage

students and enhance their reading comprehension abilities. During class sessions, discussio ns

will take place to further improve comprehension, with the digital text serving as both a

demonstration tool and a means of reinforcing key points of the reading material. The impact on

students' comprehension skills will be evaluated through a post-test administered at the

conclusion of the intervention.

After Intervention. At the end of the intervention period, a post-test will be administered

in a single session. The test will feature parallel passages and quiz items similar to those used in

the pre-test to assess improvements in reading comprehension. To ensure the reliability of the
test, the reading comprehension items will be validated. The post-test results will be compared

with the pre-test results, allowing the researchers to determine whether the intervention led to

improvements in students' reading comprehension. Both pre-test and post-test scores will be

converted into percentages to measure the extent of each student's learning. The collected data

will then be analyzed and interpreted to assess whether the digital text intervention had an effect

on students' reading comprehension skills.

Data Analysis

The chosen participants will take both a pre-test and a post-test to assess any changes in

their reading comprehension following the intervention. For data analysis, the researchers will

apply the following statistical methods:

Mean. The mean will be calculated to determine the average scores in the data set,

providing an overall measure of performance. This calculation will help identify trends in reading

comprehension before and after the intervention. By comparing the mean scores of the pre-test

and post-test, the researcher will assess any overall improvement in the participants' reading

comprehension skills.

Standard Deviation: The researcher will compute the standard deviation to assess how

data points are spread out from the mean. This involves calculating the square root of the variance,

providing a consistent unit of measurement that aligns with the data set. By doing so, the

researcher can gain a clearer understanding of how much individual reading comprehens io n

scores differ from the average, offering insight into the range of student performance within the

group. Moreover, the standard deviation will facilitate an evaluation of the strength of the

relationship between the two study variables: the use of digital text reading materials and the

development of reading comprehension skills among Grade 1 students. This will help clarify

whether changes in comprehension scores can be attributed to the digital text intervention.

Wilcoxon Signed-Rank Test. A non-parametric statistical test is used to compare two

dependent samples, meaning two groups of data points that are paired or matched. Like other

non-parametric tests, it does not assume any particular distribution of the data being analyzed.

Table 2.

This table interprets the level of pupils’ reading comprehension.

Range of Score Descriptive Interpretation

Equivalent

-10 Very Good This means that the level of reading

comprehension skills of the learners is very much
observed.

7-8 Good This means that the reading comprehension skills of the
learners are much observed.

5-6 Fair This means that the reading comprehension

skills of the learners are observed.

3-4 Poor This means that the reading comprehension skills

of the learners are less observed.

0-2 Very Poor This means that the reading comprehension skills
of the learners is least observed.

Table 2. Table of Interpretation (Rating and Description)

Ethical Considerations

As stated by Pritha (2021), these principles guarantee that participation in the study was

voluntary, informed, and conducted safely for the research subjects. The researchers carried out

the study ethically, ensuring that participants were treated appropriately and that their privacy

and confidentiality, as well as the confidentiality of the collected data, were protected.

Participants were also informed of their rights and given a voice throughout the study.

Informed Consent. The researcher will communicate the study's objectives, benefits,

risks, and funding clearly and in an easily understandable manner to both the participants and
their parents. Participants will be informed that their involvement is voluntary, and they will have

the right to withdraw from the study at any time without facing any pressure or consequences.

Confidentiality and Privacy. The confidentiality of all participants will be strictly upheld

throughout the study. Any personal information provided by participants will be kept anonymo us,

ensuring that no identifiable details are included in the study's findings or records. Consent forms

will clearly state that participants retain full control over their personal data, meaning they have

the right to decide how their information is used and can request that their data be removed at any

time. This commitment to confidentiality aims to protect participants' privacy and ensure that

their involvement in the study is secure and respectful. Additionally, all data will be stored

securely, accessible only to authorized researchers, and will be used solely for the purposes

outlined in the study.

Informed Consent Process. In the study, the researchers ensured that informed consent

was thoroughly explained to the participants. Informed consent refers to the process by which

participants voluntarily agree to take part in the study, after being fully informed about the

research procedures. This agreement is documented through a signed form, which outlines key

aspects of the study, including its methods, objectives, potential risks, and expected benefits. The

consent form also emphasized that participants had the right to ask any questions they might have

regarding the study and to withdraw their participation at any stage without facing any negative

consequences. This process was designed to empower participants to make an informed and

voluntary decision about their involvement, ensuring their rights and autonomy were respected

throughout the study.

Conflict of interest (COI). In this study, as it will be conducted with complete

impartiality and objectivity. The researchers are committed to ensuring that personal biases,

financial interests, or external pressures do not affect the study's design, data collection, analys is,

or interpretation of results. Every step of the research process will be carried out in an ethical

manner, prioritizing the integrity of the findings and the welfare of the participants. To mainta in
transparency, any potential conflicts of interest will be disclosed, but the study will be structured

in such a way that these factors will not influence its outcomes or conclusions.

Voluntary Participation. Participation in this research will be completely voluntar y,

meaning that individuals will have the freedom to choose whether or not to take part in the study

without any external pressure. At any point during the research process, participants will have the

right to withdraw their involvement without experiencing any penalties or loss of benefits. This

right to decline or discontinue participation will be explicitly communicated to all respondents

beforehand, ensuring that they fully understand their freedom to opt out at any time. The

researchers will emphasize that withdrawal from the study will not affect the participants'

relationship with the research team or any other benefits they may be entitled to. This approach

is intended to respect the autonomy and well-being of all participants, ensuring their voluntar y

and informed involvement throughout the study.

Accurate Information. Respondents will be provided with clear, accurate, and objective

information about the purpose of the research. The researchers will ensure that no misleading or

deceptive information is shared and will address any questions or concerns the participants may

have regarding the study’s goals, methods, or findings. This commitment to transparency will

help build trust and ensure that participants are well-informed throughout the research process.

Risks. Potential Risks. Throughout the study, children will be supported and guided to

ensure they feel comfortable while answering any sensitive questions. Parents will be fully

informed about the study's requirements for their child and will provide consent on their behalf.

The child will also be given the option to stop participating at any point if they feel uncomfortab le.

Children's Vulnerability. The researchers will take extra care to address the

vulnerability of the child participants. Parents and teachers will be actively involved to ensure

that the children feel supported, secure, and well-cared for throughout the entire research process..

Recruitment Process. The recruitment process will be conducted ethically,

 ensuring that all participants are treated fairly. Participants' rights will be upheld, and their

confidentiality will be protected throughout the data collection process.

Community Consideration. The researcher will be sensitive to the community context

in which the study is conducted, ensuring that the research aligns with local values and norms.

Efforts will be made to foster a harmonious and respectful environment, promoting peace and

order throughout the process. Additionally, the researcher will work to enhance cultura l

awareness, ensuring that the study is culturally appropriate and respectful of the community's

traditions. This research is designed not only to advance the academic goals of the study but also

to contribute to broader community efforts aimed at improving the literacy levels of the students

involved. By supporting local educational initiatives, the study aims to have a positive and lasting

impact on the community's educational development.

Safety Protocols. All activities related to the research, including the distribution of

information sheets and consent forms, will be carried out in strict adherence to established safety

protocols to safeguard the well-being of all participants.

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