ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— This study developed and validated supplementary Filipino reading materials intended to address the reading difficulties of Grade 1 learners in a Philippine public elementary school. Using a descriptive-developmental design, the study analyzed the beginning-of-school-year reading profile of 80 learners, gathered teacher reports on reading difficulties, designed targeted print materials, and subjected these resources to expert evaluation through the Learning Resource Management and Development System checklist. Eighteen experts, including master teachers, school administrators, and curriculum supervisors, assessed the materials’ content, format, presentation, and accuracy. Results showed that 53.75% of learners were classified as low or high emerging readers, indicating substantial need for early literacy support. Persistent difficulties were observed in sight-word recognition, decoding unfamiliar words, monotone reading, comprehension, and reading engagement. Expert evaluation rated the materials as very satisfactory for content (M = 3.62), format (M = 3.56), and presentation and organization (M = 3.53), while accuracy and up-to-datedness passed with a perfect score. One-way ANOVA showed significant differences among expert groups on content, presentation and organization, accuracy, and overall ratings, but not on format. The findings indicate that well-structured, developmentally appropriate supplementary reading materials can serve as a viable instructional support for beginning readers and warrant classroom implementation and future effectiveness testing. Keywords: supplementary reading materials, Grade 1 learners, early literacy, reading difficulties, expert validation