Özet:

The reading comprehension is a basic requirement when the students enter in the universities or colleges or decide to work in the industry. Therefore, it is necessary for the teachers to give as many opportunities as possible by providing them with wide range of effective and useful materials in reading as well as to develop students reading habit and enhance their reading techniques. Students nowadays are observed having a great dilemma when it comes to comprehending a text. Reading comprehension is said to be the heart and goal of reading since the purpose of it is to gather meaning from the text. A good reader must always see to it that reading materials is properly understood. Most students can easily read a text but cannot comprehend its meaning. The study assesses the levels of reading comprehension of grade 11 General Academic Strand Students of Buting Senior High School towards the development of K-12 Context Appropriate Instructional Tool. This study sought to answer the following questions: What are the students reading profile? What are the levels of reading comprehension the respondents? Is there significant difference on the levels of reading comprehension of the two sections? And What K-12 instructional toolcan be proposed? The data was calculated using simple statistical tool of percentage, weighted mean and T-test. Students reading profile reveals that they read few times a week with 11-20 minutes reading time, read only one to five books during free time and they use electronic sources when reading. Students sometimes prefer to read the materials they want to read. With regards to reading techniques, they sometime make predictions, guessesand set goals when reading, however, students rarely summarize the story. There is no significant difference on students preference in reading habit and reading techniques between the two sections. The results of readingcomprehension levels:70% are outstanding in literal level 55% are satisfactory in inferential level and 42% are fair in critical-evaluative level. There is no significant difference on the levels of Reading Comprehension between the two sections. The study recommends instructional tools must be constructed which will be beneficial to the students with low levels of reading comprehension.

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