International Research Journal of Education and Technology

The study focused on the efficacy of the language experience approach in developing students' reading comprehension. The study participants were 89 students of Grade 12 from Nasugbu Senior High School 1's Humanities and Social Sciences strand. The researchers utilized a quasi-experimental research design to gather data and information from the respondents. The study used a researcher-created questionnaire and a pretest and posttest to obtain all essential data. The pre-test was given to the learners without using the language experience approach, while the post-test was executed after using and applying the language experience approach.

The study’s findings demonstrated a substantial change in the student's scores before and after using the language experience approach. The results additionally indicate a significant distinction between male and female sex-disaggregated reading comprehension skills. Based on their pretest and posttest scores, female respondents have greater comprehension abilities than male respondents. It was also revealed that the Language Experience Approach is suitable for improving reading comprehension since respondents disagree with the common problems encountered while using the approach.

Based on the results, it was recommended that the proposed workbook be used to help students develop their reading comprehension skills. Likewise, teachers should practice using the language experience approach inside the classroom and provide different activities that may improve students' reading comprehension, particularly males. According to the results, the female respondents perform better than the males. They may also look for more effective ways to improve students' reading comprehension, specifically males.

Keywords: language, reading, experience, comprehension