ReadTech: A Mobile Reading Application for Grade 7 Learners

Abstract

Reading comprehension remains a fundamental skill for academic success; however, many Grade 7 learners continue to experience difficulties in vocabulary development, text comprehension, and access to engaging instructional materials. This study developed and evaluated the ReadTech Mobile Reading Application using a Design and Development Research (DDR) methodology. The study integrated developmental, descriptive-survey, and evaluative approaches involving Grade 7 learners, expert validators, and student-users from two integrated schools in Asingan, Pangasinan, Philippines. Needs assessment results revealed that learners had a strong need for supplementary reading materials, vocabulary-building activities, and technology-supported learning resources. The developed application incorporates personalized learning activities, reading lessons, assessments, and progress monitoring features aligned with the Grade 7 English MATATAG Curriculum. Expert evaluation indicated that the application was highly valid (M = 4.71), particularly in task accuracy and technology usability. Likewise, student-users rated the application as highly acceptable (M = 4.47), with engagement receiving the highest rating. These findings indicate that ReadTech is a curriculum-aligned mobile learning application that was successfully developed, validated by experts, and positively received by learners. The study demonstrates the feasibility of using Design and Development Research (DDR) to develop learner-centered mobile applications that support reading instruction and provide a foundation for future studies evaluating learning outcomes.