Grammatical Competence and Reading Comprehension of Grade 6 Learners

Emmalyn Sola

doi:10.56741/IISTR.jpes.001963

Authors

Emmalyn Sola
emmalyn.arcilla@deped.gov.ph
Naga College Foundation Inc.

Keywords:

Curricular Validity, Grammatical Competence, Learners, Reading Comprehension, Supplementary Materials

Abstract

This study examined the influence of grammatical competence on the reading comprehension of Grade 6 learners at Olas Elementary School, Lagonoy North District, Division of Camarines Sur, for the school year 2024–2025. Specifically, it determined the learners’ levels of grammatical competence and reading comprehension, their correlation, the extent to which grammatical competence influenced reading comprehension, and the design and curricular validity of supplementary materials to improve performance. The study used a descriptive-correlational and research-and-development method, involving 18 Grade 6 learners and 7 master teachers as respondents. Data were gathered using questionnaires and analyzed through Weighted Mean, Standard Deviation, Proficiency Level, Pearson Product-Moment Correlation, and Coefficient of Determination. Findings revealed that learners had a Proficiency Level of 67.08 in grammatical competence and 50.9 in reading comprehension, both under the beginning level. Correlation results showed that noun competence had the strongest and most significant relationship with reading comprehension, while pronouns and prepositions also exhibited weak yet notable correlations. Other grammatical aspects, such as verbs, adverbs, adjectives, and interjections, showed minimal influence. The r² values indicated that nouns had the strongest influence on comprehension skills such as identifying main ideas, supporting ideas, and making inferences. The designed supplementary materials obtained a very high valid rating in both design (3.57) and curricular validity (3.51). The study concluded that grammatical competence had little influence on reading comprehension, though nouns played a modest but meaningful role in learners’ reading understanding.

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Author Biography

Emmalyn Sola, Naga College Foundation Inc.

is a Filipino public school teacher assigned at Olas Elementary School in Olas, Lagonoy, Camarines Sur, where she has served for twelve years as a Teacher I. She was born on January 15, 1991, in Naga City, Camarines Sur, and is currently 34 years old. She is married to Edison Cado Sola and is a mother to Madison Khate Arcilla Sola and Zild Kyler Arcilla Sola. Residing at Deca Homes Langon Vista, Cararayan, Naga City, she balances her roles as a teacher and a mother while remaining committed to providing quality education and supporting the academic development of her learners. (email: emmalyn.arcilla@deped.gov.ph).

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