VOlUME 05 ISSUE 05 May 2026
1Aivy Mae F. Sanchez, 2Cecilia Q. Velasco, EdD, 3Reyna B. Angeles, EdD
1Faculty of Buenaventura Alandy National High School – Tayabas City, Quezon, Philippines
2,3Faculty of Laguna State Polytechnic University – San Pablo City Campus, Philippines
DOI : https://doi.org/10.58806/ijsshmr.2026.v5i5n36Google Scholar Download Pdf
ABSTRACT
This study examined the effectiveness of the SOLO Taxonomy as an approach integrated into lesson planning in improving the reading comprehension of Grade 8 students at Buenaventura Alandy National High School under the Revised K to 12 Curriculum. Forty-eight (48) frustration-level readers were identified through the Philippine Informal Reading Inventory (PHIL-IRI) Pre-Test and served as the respondents of the study. A One-Group Pretest-Posttest Design was used in the study, and the researcher- made comprehension tests were administered to measure comprehension on the Literal level, Inferential and Critical levels before and after the intervention. All the lesson plans were written with their components Objectives, Activities, Guided Questions, and Assessments structured according to the suggestion of the SOLO Taxonomy level using the texts on Afro-Asian literature listed in the Second Quarter of the curriculum. Descriptive statistics and Paired-Sample t-Test was used to test the hypothesis. It was also revealed that before the intervention, most of the students are at the Developing and Beginning levels. After the intervention, marked improvements were observed: 50.0% reached Advanced in literal comprehension; 60.4% reached Proficient in inferential comprehension; and 62.5% attained Proficient in critical comprehension, with the Beginning category eliminated across all dimensions. The paired t-test confirmed significant differences in all three areas—literal, inferential, and critical comprehension—leading to the rejection of the null hypothesis. These findings confirm that integrating the SOLO Taxonomy approach into lesson planning effectively improves reading comprehension and supports the development of higher-order thinking among secondary learners.
KEYWORDS:SOLO Taxonomy, reading comprehension, lesson plans, literal comprehension, inferential comprehension, critical comprehension
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Cite this Article:Sanchez, A. M. F., Velasco, C. Q., & Angeles, R. B. (2026). SOLO Taxonomy Approach and the Reading Comprehension of Grade 8 Students. INTERNATIONAL JOURNAL OF SOCIAL SCIENCE HUMANITY & MANAGEMENT RESEARCHS, 5(5), 1243-1252. https://doi.org/10.58806/ijsshmr.2026.v5i5n36