TEXT TYPE EXPOSURE AND READING COMPREHENSION PERFORMANCE OF GRADE III LEARNERS

Authors

  • Lizabel Perus Apayao State College Author

DOI:

https://doi.org/10.64358/vbs9dm04

Keywords:

Comprehension performance; informational texts; narrative texts; procedural texts; reading comprehension; text exposure; text genres; text types

Abstract

This study examined the relationship between text type exposure and reading comprehension among Grade III learners at Cagandungan West Elementary School (SY 2025–2026). Grounded in Schema Theory, it assessed exposure to narrative, informational, and procedural texts via lesson logs, activity sheets, and questionnaires, alongside comprehension via a 25-item test. Using descriptive-correlational design and total enumeration (16 learners), findings showed narrative texts most frequent, procedural least; comprehension was low across types, lowest in procedural. No significant correlation existed between exposure frequency and performance. Results underscore needs for balanced exposure, explicit strategies, and genre-specific instruction to boost elementary literacy.

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Published

2026-06-05

Issue

Vol. 2 No. 2 (2026): International Journal of Education, Literacies and Curriculum Studies

Section

Articles