Designing a Contextualized and Culture-Based Reading Material for Indigenous Learners

Abstract

This research investigated the challenges and coping techniques the Indigenous Learners encounter in reading. The data collected were used to develop a contextualized and culture-based reading material for them. The jurors rated the developed reading material as “highly observed” in its respective means: the level of contextualization and level of culture inclusion had the highest composite mean of both 3.91; Level of acceptability 3.70; Level of Innovativeness 3.68; Level of effectiveness with 3.62 and Level of correspondence to the desired competencies got 3.57. The developed reading material enhances the reading proficiency of the Indigenous learners and supplementing textbooks used in the classroom. It contains lessons that directly address their identified needs and learning styles from their own context and stories.