THE USE OF NATIVE FILIPINO LITERATURE FOR COMPREHENSION SKILLS (LIKAS NA PANITIKANG FILIPINO PARA SA KASANAYANG PANG-UNAWA)

This study investigates the effectiveness of using native Filipino literature, specifically Bicolano legends, folktales, and short stories, in enhancing the reading comprehension skills of Grade 4 students at San Vicente Elementary School, Tabaco City. Recognizing the persistent challenges in literacy, the research explores whether culturally relevant texts can bridge the gap between word recognition and higher-order comprehension skills such as inferencing, identifying main ideas, and critical evaluation. Employing a quasi-experimental one-group pretest-posttest design, the study measured students’ comprehension before and after exposure to localized literature. Results revealed significant improvements across literal, inferential, and evaluative dimensions, with post-test scores showing marked gains in predicting character actions, analyzing textual clues, and applying lessons to real-life contexts. The findings highlight that contextualized literature not only strengthens comprehension but also fosters cultural identity and engagement. By integrating familiar narratives and regional heritage into instruction, students demonstrated deeper critical thinking, improved focus, and stronger connections between academic learning and lived experiences. This research underscores the pedagogical value of indigenized literature as both an instructional tool and a cultural bridge, offering evidence-based support for the MATATAG curriculum’s emphasis on contextualized learning. Ultimately, native Filipino literature proves to be a powerful catalyst for literacy development and cultural appreciation among elementary learners.