Development of Oral Reading Interactive Supplementary Material for Grade 7 Struggling Readers

This study aimed to develop and evaluate an interactive oral reading supplementary material designed to enhance the reading performance of Grade 7 struggling readers in a public school in Banga, Aklan. Using a design-based research approach guided by the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model, the study addressed gaps in oral reading proficiency and comprehension identified through the Philippine Informal Reading Inventory (Phil-IRI). Thirty-one students classified at frustration and instructional reading levels participated in the three-week intervention. The supplementary material, created in an electronic format for mobile access, integrated five essential components of reading: phonemic awareness, word recognition, vocabulary, fluency, and comprehension. Its design emphasized interactive activities, multimedia integration, and learner-centered features. Pre- and post-test results analyzed using the Wilcoxon Signed Rank Test demonstrated significant improvement in both oral reading (Z = 4.860, p < 0.05) and comprehension (Z = 4.863, p < 0.05). Furthermore, assessments by English teachers, experts, and students rated the material “acceptable” in content, language, layout, and instructional quality, meeting Department of Education standards. Findings highlight the potential of interactive supplementary materials to address persistent reading challenges and motivate learner engagement, particularly among students at risk of reading difficulties. The study concludes that early, technology-based interventions can foster essential literacy skills and support inclusive learning goals. Recommendations include regular reading performance monitoring, faculty training, and the adoption of similar materials to strengthen remedial reading programs. This research contributes practical insights for educators, instructional designers, and policymakers in improving literacy outcomes at the secondary level.