The Effects of Developmentally Appropriate Learning Materials on Reading Proficiency of Grade 2 Low Emerging Learners

Abstract

This study examined the effects of Developmentally Appropriate Learning Materials (DALMs) on the reading proficiency of Grade 2 low emerging learners. Despite ongoing literacy interventions, many early-grade learners continue to struggle with foundational reading skills, highlighting the need for more effective instructional approaches. This study employed a quantitative single-group pretest–posttest design involving ten Grade 2 learners identified as low emerging readers through the Comprehensive Rapid Literacy Assessment (CRLA). The intervention consisted of structured reading sessions using DALMs such as storybooks, phonics games, and culturally relevant materials. Data were collected through pretest and posttest scores, running records, and observation checklists. Results revealed a significant improvement in reading proficiency, with mean scores increasing from 2.80 to 17.10. A paired sample t-test indicated a statistically significant difference (p < .001) between pretest and posttest scores. Regression analysis further showed that prior DALM exposure significantly predicted subsequent reading performance (R² = .775). The findings suggest that DALMs are effective and sustainable tools for enhancing reading skills among struggling learners. The study recommends integrating DALMs into early literacy instruction to address persistent reading difficulties.