Development and Validation of Digital English Reading Intervention for Grade 7 Learners’ Reading Comprehension

Abstract

The study aimed to develop and validate a Digital English Reading Intervention designed to enhance the reading comprehension of Grade 7 learners at Cabangaran Integrated School. Anchored on the Philippine Informal Reading Inventory (Phil-IRI) results, the research identified learners’ comprehension levels, determined appropriate topics for intervention, and developed a mobile reading application tailored to their needs. The Phil-IRI findings revealed that out of 17 Grade 7 learners, 15 (88.24%) were at the instructional level, while 2 (11.76%) were at the frustration level, indicating the necessity of guided support and targeted remediation. The intervention focused on essential comprehension skills, including identifying main ideas, noting details, vocabulary development, context clues, sequencing events, making inferences, and concluding. These topics were integrated into the mobile app through interactive story content, quiz pages, prompts, and score displays to foster comprehension, critical thinking, and learner engagement. Validation results showed that the developed intervention obtained a Very Highly Valid rating across all areas, with weighted means of 4.65 for content quality, 4.58 for instructional design, 4.59 for usability, and 4.54 for technical quality, yielding an overall mean of 4.59. This indicates that the intervention is highly valid and acceptable in supporting Grade 7 learners’ reading comprehension development. Validators also provided constructive feedback on content, instructional design, usability, technical features, and learner engagement, which served as the basis for refinement and improvement of the material. In conclusion, the study demonstrates that a curriculum-aligned, technology-driven reading intervention can effectively address learners’ comprehension needs, offering teachers and students an innovative tool for guided and independent reading improvement.