Language Enhancement Through Reading Assessment (LETRA) Performance of Grade 11 Learners: Basis for the Development of Reading Intervention Materials (RIM)

This study examined the Language Enhancement Through Reading Assessment (LETRA) performance of Grade 11 learners at Narvacan National Central High School as a basis for developing reading intervention materials. Using a developmental research design with descriptive, documentary, and correlational analyses, the study examined existing English LETRA results, learner profile questionnaires, and reading performance records from three school years. A total of 510 Grade 11 learners were included in the current cohort. Frequency, percentage, descriptive analysis, and Pearson correlation were used to examine performance patterns and associations with learner characteristics. Results showed that 172 learners (33.7%) were classified under comprehension at the story level, the largest group, followed by 127 (24.9%) under comprehension at the academic-text level. Most learner profile variables had no significant relationship with LETRA performance; only father's occupation showed a statistically significant but weak association (r = -0.141, p = 0.001), which requires cautious interpretation. Three-year records showed differences in the reading-level distributions of successive cohorts, with comprehension needs remaining prominent. Based on the identified needs, the researcher developed RISE (Reading Intervention for Story-level Comprehension Enhancement), a three-module, literature-based instructional material using the ADDIE model. Expert validators rated the material Excellent overall (weighted mean = 4.79), with Language receiving the highest rating (4.92). The findings support using diagnostic reading evidence to develop structured, curriculum-aligned comprehension resources. The material was validated but not tested for classroom effectiveness.