This study aimed to distinguish the comprehension level of indigenous students in silent and oral reading and their experiences in reading amidst the New Normal. The Grade 7 indigenous students who are officially enrolled for AY 2021-2022 in one of the tribal communities in Silay City, Negros Occidental were the chosen respondents/participants of this study. This study utilized Mixed Method Design in which the descriptive-quantitative design entailed the collection of data by administering Philippine Informal Reading Inventory. Then, participants were interviewed (by pair and one-on-one) which gathered the qualitative data. As to the weight of this design, both quantitative and qualitative data results have equal importance. Each design was analyzed and interpreted separately and then result was converged by comparing and contrasting its implications. The findings of the reading test in students’ comprehension revealed that all indigenous students got a frustration reading profile result in both silent and oral reading. To support the claim on the “frustration” result of IP students, their responses during the in-depth interview pointed out their difficulty in understanding their modules because it is written in English. Furthermore, the study confirmed that the low level of reading comprehension in oral and silent reading is a result of various experiences they encountered in reading amidst the implementation of the modular learning modality. These experiences were organized according to the researcher’s formulated themes: (1) Challenges in Reading: IP Students’ Eye View; (2) A New Normal Paradigm Shift: IP Students’ Coping with Predicament in Reading; and (3) The Silver Linings of Reading in the New Normal.

Keywords: Reading Comprehension, Indigenous, Philippine Informal Reading Inventory, Silent Reading, Oral Reading, New Normal, Reading Experiences.

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