READFLEX: A Research-Based Reading Enhancement and Development Flexible Learning Experience Reading Tool for Grade 3 Pupils with Developing Reading Proficiency Level

Abstract

Reading difficulties among Grade 3 pupils with developing reading proficiency continue to hinder literacy development, highlighting the need for research-based instructional materials that provide structured and developmentally appropriate reading support. This study aimed to develop and evaluate READFLEX (Reading Enhancement and Development: Flexible Learning Experience), a research-based reading tool grounded in Dual Coding Theory for Grade 3 pupils with developing reading proficiency level. The study employed a Design and Development Research (DDR) approach at a public elementary school in Davao Oriental, Philippines. Learners' reading proficiency was determined using the Comprehensive Rapid Literacy Assessment (CRLA), and three purposively selected reading experts evaluated the developed reading tool using the Department of Education's Learning Resource Management and Development System (DepEd LRMDS) Evaluation Rating Sheet for Print Resources. Results showed that most Grade 3 pupils were classified as Developing Readers (40.63%), indicating the need for targeted reading support. In response, READFLEX was developed with 25 progressively leveled reading passages integrated with picture-supported activities, guided oral reading, repeated reading, sequencing tasks, comprehension exercises, and teacher-guided scaffolding based on Dual Coding Theory. Expert evaluation demonstrated that the tool met the prescribed standards for content (28.00), format (71.67), presentation and organization (20.00), and accuracy and up-to-dateness of information (24.00). The findings indicate that READFLEX is an acceptable and developmentally appropriate reading resource that can support the literacy development of Grade 3 pupils with developing reading proficiency.