Multimodal Reading Program to Aid San Mateo National High School’s Grade 7 Students in Improving Reading Competency

Abstract

This action research investigated into the extent to which a Multimodal Reading Program helped grade 7 students at San Mateo National High School improve their reading skills, especially during the important switch from Mother-Tongue-Based Multilingual Education (MTB-MLE) to English instruction. Recent test scores and teacher observations show that students’ reading and writing skills have become significantly more serious since this change. In the context of Technology and Livelihood Education (TLE), the researchers developed a multimodal intervention that focused on technical vocabulary and included text, images, video, and guided reading activities. The study used a pre-test-post-test control group design to see how the intervention affected reading performance, using Phil-IRI tools. The results of the post-test and student surveys show that the multimodal approach made a big difference in students’ reading comprehension, vocabulary retention, and interest in reading. This study backs up what other research has said about the benefits of multimodal learning and gives teachers useful ideas for how to deal with literacy problems in multilingual settings.