Abstract
The study remediates the literacy gaps of the Grade 6 learners using the Contextualized Learning Kit (CLK) focusing the Word Recognition and Reading Comprehension to the selected public elementary schools in Cluster 1 of Carcar City Division during School Year 2023-2024. The study utilized the parallel research design employing the purposive sampling technique with forty (40) participants who were identified as Frustration and Instructional Level based on the Phil-IRI Group Screening Test. This research used the standardized Graded passage with 7-item test to assess the proficiency levels of the participants through pre-and post-assessment. The findings exhibited the following results, the Experimental Group have manifested the “improved” remark in word recognition with a weighted mean of 90.427, standard deviation of 5.792, and success rate of 55 percent and in reading comprehension with a weighted mean of 64.286, standard deviation of 13.513, and success rate of 50 percent, in contrary, the scores of Controlled Group have “remained” remark in word recognition with a weighted mean of 92.985, standard deviation of 1.673, and success rate of 25 percent and reading comprehension with a weighted mean of 78.571, standard deviation of 15.019, and success rate of 50 percent. The result recommended a thorough implementation of CLK in school since this is a great tool in developing the interest of the selected pupils while mastering the recognition and comprehension skills for the Phil-IRI assessment.
