Authentic Materials and Reading Skills

Abstract

This pre-experimental research aimed to determine the impact of incorporating authentic materials on the development of reading skills in 6th-level EGB students at Juan Montalvo School. The study was conducted over eight intervention sessions using realworld texts such as comics and short stories. To assess this, a Cambridge English: Young Learners (YLE) Flyers A2 level test was applied both before and after the intervention as a diagnostic and evaluative tool. The main reading sub-skills evaluated included deducing meaning from context, reading for specific details, and predicting outcomes. Initially, the students demonstrated low proficiency in these areas, with pre-test scores ranging from 1 to 16 points. After the use of authentic materials, post-test results showed an improvement, with scores ranging from 10 to 18 points. Although the progress was not drastic, a consistent upward trend was evident across most participants. The study concluded that authentic materials had a positive influence on the students’ reading skills. The exposure to real and meaningful content increased student motivation, engagement, and comprehension. The comparison of pre- and post-test scores validated the effectiveness of the intervention and supported the alternative hypothesis that authentic materials contribute to better reading outcomes. This research highlights the pedagogical value of integrating authentic texts into English language instruction at the primary level. It also suggests that using such materials can foster more realistic and functional language acquisition, better preparing students for real-life communication.