Development and Validation of Digitalized, Contextualized Reading Materials for Grade 3 Learners

Dyvalinluz Galgo  Macatigue; Ma. Gloria E.  Liquido

doi:10.47175/rielsj.v6i2.1172

Dyvalinluz Galgo Macatigue Baleguian, Jabonga, Agusan del Norte, Philippines
Ma. Gloria E. Liquido Caraga State University, Butuan City, Philippines

DOI: https://doi.org/10.47175/rielsj.v6i2.1172

Keywords: digitalized, contextualized reading materials, development, validation digital tools, least learned skills

Abstract

This study developed and evaluated digitalized contextualized reading materials in English for Grade 3 learners of Libas Elementary School in the Division of Agusan del Norte during the school year 2024-2025. The descriptive-development method of research was used in the study, as it was most appropriate to use since the study concentrated with the development and evaluation of the digitalized, contextualized reading materials in Grade 3. Based on the findings, there are (3) three competences namely; homonyms, homographs, and hyponyms in English 3 that could be developed into digitalized contextualized reading materials based on the least learned skills in the third quarter examination of school year 2024-2025. In addition, the five experts evaluated the materials as Very Satisfactory in terms of content quality, instructional quality, technical quality and other finding includes conceptual, factual, grammatical and/or typographical errors. Comments and suggestions were offered by the five respondents to further improved the developed digitalized, contextualized reading materials for Grade 3 learners.

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