LEARNERS READING PERFORMANCE: BASIS FOR AN ACTION PLAN

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 26
Issue 6
Pages: 633-641
Document ID: 2024PEMJ2493
DOI: 10.5281/zenodo.13931620
Manuscript Accepted: 09-05-2024
 Psych Educ, 2024, 26(6): 633-641, Document ID:2024PEMJ2493, doi:10.5281/zenodo.13931620, ISSN 2822-4353
Research Article

Learners Reading Performance: Basis for an Action Plan

Cynthia B. Bernido,* Omar Q. Hussien
For affiliations and correspondence, see the last page.
Abstract
This study aimed to assess the reading performance of Grade 1 learners and their impact on academic performance.
Employing a descriptive-correlational research design, the investigation focused on describing the demographic
profile and its correlation with English performance among Grade 1 learners. The study was set at St. Therese de Avila
Learning Center, a well-regarded private school in Iligan City, during the school year 2023–2024. The research
targeted 43 Grade 1 learners, comprising 21 males and 22 females. Utilizing statistical tools such as frequency,
percentage, mean, standard deviation, and regression analysis, the researchers aimed to identify and analyze the
reading performance levels of learners, exploring how these aspects influence academic performance in the English
subject. This research provided an opportunity to gain insights into the relationship between reading performance and
academic achievement, offering valuable information for educators and policymakers to enhance language education
strategies for young learners. Findings revealed a diverse distribution of respondents based on age and gender, with a
majority falling into the 6-year age group and a balanced representation of males and females. Learners exhibited
notable proficiency in reading performance, with a majority achieving outstanding scores. Academic performance in
English also showcased remarkable achievement, with a significant proportion attaining outstanding
grades.Regression Analyses underscored critical role of reading performance in predicting academic success in
English, informing the Comprehensive English Proficiency Initiative aimed at enhancing learners' English proficiency
through targeted strategies and programs.
Keywords: learners’ reading performance, academicperformance, assessment, description-correlational

Introduction
Reading plays a crucial role in a child's early years as it contributes significantly to their development. During this period, children
experienced their fastest rate of growth, commonly referred to as "the foundation years." By nurturing certain abilities during these
formative years, parents and educators could establish a sturdy groundwork for the child's future. Considered an early advantage in
schooling, reading comprehension served as the cornerstone upon which all other academic skills were built. It facilitated language
development, expanded world knowledge, and enhanced the comprehension of complex ideas (Escar, 2022).
Success in both school and life hinges on a child's proficiency in reading, writing, and counting. Primary school learners often encounter
challenges with reading, ranging from difficulty decoding words to struggles in understanding what they read. Some learners could
decode but had trouble comprehending, while others faced difficulties in oral reading despite their ability to decode and understand.
These challenges underscored the importance of early intervention and support in fostering strong reading skills during a child's
foundational years (Pocare, 2019).
According to Elleman and Oslund (2019), numerous researchers have examined a variety of factors that may influence learners' reading
performance. They looked at the receptive vocabulary and reading comprehension abilities of five cohorts of kids who were found to
have weak reading comprehension despite having adequate word reading abilities. Children with reading comprehension issues were
found to have weaker receptive vocabulary knowledge than their peers across cohorts, albeit this weakness was not as severe as their
reading comprehension issue. Additionally, the findings indicated that the observed vocabulary weakness was developmentally
delayed, indicating that it is preferable to define it as a correlation rather than a root cause of children's reading comprehension issue
Children who struggle with reading comprehension despite having excellent word reading skills have a shortfall in at least one area of
oral language, but this lack does not fully explain how severe their problems are. Overall, reading is a means of exchanging knowledge,
ideas, and communication.
When reading becomes a challenge, learners find it more difficult to respond to questions since they don't comprehend the questions.
This is why the Department of Education (DepEd) is stepping up its campaign on reading proficiency with the launch of the Hamon:
Bawat Bata Bumabasa (3B’s) project to close the literacy gap among learners. According to Diosdado San Antonio, Undersecretary
for curriculum and instruction, enhancing reading programs will be a top focus (DepEd, 2019). He further emphasized that if the
children cannot read, we will never be able to pursue a high standard of education. DepEd's 3Bs initiative encourages offices from
central to division level and schools to intensify their reading advocacy to make every learner a reader at their grade level and equip
teachers to become effective reading instructors, in light of previous national assessments showing that learners still need to improve
their literacy skills (DepEd Memorandum No. 173, s2019).
Teachers find it challenging to teach reading comprehension, and learners find it challenging to learn the skill (Montero, 2019). It is
vital to practice reading comprehension because, without it, the author's intended meaning and content are lost (McDonnell, Linde, &

Bernido & Hussien 633/641

 Psych Educ, 2024, 26(6): 633-641, Document ID:2024PEMJ2493, doi:10.5281/zenodo.13931620, ISSN 2822-4353
Research Article

Fredrickson, 2022).
The effects on learners and society of poor literacy and early learning abilities are extensive. The majority of dropouts are children who
are behind in kindergarten; their chances of enrolling in a four–year university are fewer than 12%. The multi-year accomplishment
disparity that is visible on the first day of kindergarten is not a result of schools. The achievement gap occurs when a child’s earliest
years are not well-prepared. But after kids start school, they usually continue to fill in the gaps from before kindergarten. Therefore,
learners must remain behind.
The problem of reading performance among grade 1 learners at St. Therese de Avila Learning Center was evident, prompting the
decision to conduct a research study. Past observations indicated that there were disparities in the reading abilities of students within
the same grade level, with some struggling to grasp basic reading concepts while others excelled. Consequently, the decision was made
to undertake a comprehensive study to evaluate the reading performance of grade 1 learners, identify specific areas of difficulty, and
develop tailored interventions to improve reading outcomes for the learners.
The study aimed to evaluate the reading performance of grade 1 learners at St. Therese de Avila Learning Center. Its goal was to
generate an action plan based on the findings to address the varying levels of reading performance among the learners. Through
comprehensive assessment and analysis, the study sought to identify specific areas of strength and weakness in reading skills among
grade 1 learners.
Research Questions
This study aimed to determine the levels of reading performance and their contribution to the academic performance of the learners at
St. Therese de Avila Learning Center, SY 2023-2024. Specifically, this study sought to answer the following questions:
1. What is the demographic profile of the respondents in terms of:
1.1. age;
1.2. sex; and
1.3. grade level?
2. What is the assessment of the learners’ reading performance?
3. What is the academic performance in English of the learners during 2nd Quarter of the School Year 2023-2024?
4. Is there a significant relationship between the assessment of the learners’ reading performance and their academic performance
in English?
5. Is there a significant relationship between the learners’ profile and their academic performance in English?
6. Which of the assessments on the learners' and respondents' profile significantly predict the effects of their academic
performance in English?
7. What action plan can be formulated based on the findings of the study?
Methodology
Research Design
The study used descriptive–correlational research design. Descriptive research was used in describing the demographic profile in the
performance in English in Grades I learners. It is also correlational research since the demographic profile of the respondents was
correlated with their performance in English in terms of reading performance. The researchers identified the reading performance of
the learners and how these results affect the learners’ academic performance in the English subject.
Respondents
The respondents of the study were Grade 1 learners of St. Therese de Avila Learning Center who were enrolled during the school year
2023 – 2024. There were 43 learners, with approximately 21 males and 22 females included in the study.
Instrument
The instrument used in this study was a structured test questionnaire adopted from Read Theory (2024) consisting of standardized
reading passages. These questionnaires consisted of two parts that determined the levels of reading performance and their effect on the
achievement of the learners in English subjects.
The first part covered the demographic profile of the learners, which consisted of the following information answered by the
respondents. This comprised the Name, Age, Sex, and Grade Level. The second part of the instrument used was the structured
questionnaire.
Procedure
To obtain the data needed for the study, the researcher wrote a letter for permission to conduct a study in St. Therese de Avila Learning
Center that involved the grades 1 learners as the respondents of the study. The researcher then disseminated permission letters to all
respondents' parents that explained the nature and purpose of the study. In the conduct of distributing the questionnaire to the

Bernido & Hussien 634/641

 Psych Educ, 2024, 26(6): 633-641, Document ID:2024PEMJ2493, doi:10.5281/zenodo.13931620, ISSN 2822-4353
Research Article

respondents, the researcher will personally distribute the questionnaires.

Upon distribution, the researcher discussed the purpose of the said survey questions, emphasizing that the result of the study served as
the basis for possible recommendations for the action plan for the learners. In addition, the researcher assured the respondents that all
their responses were to be treated with extreme confidentiality and had nothing to do with their academic performances.
After establishing the distribution of the questionnaires, each selected respondent was given two sets of documents containing a
demographic profile sheet and questionnaires. Clear instructions on how to answer the two documents were provided to the respondents,
encouraging them to ask questions about items they found difficult to understand. For the reading performance questionnaire, each
respondent read aloud the passages and answered the comprehension questions orally. Lastly, all the documents were collected back
by the researchers and kept for data analysis.
Data Analysis
The following techniques were employed to answer the different problems presented.
For problems 1, 2, and 3, Frequency and Percentage, Mean and Standard Deviation were used to determine the assessment of the
learners in terms of their reading performance and also, the respondents’ profile based on their academic performance in English.
For problems 4, 5, and 6, Linear Regression was used to determine if there are significant relationships between academic performance,
learners’ reading performance, profile, and assessment of reading performance.
Results and Discussion
This section presents the analysis and interpretation of the gathered data which are presented in descriptive and tabular form. The
results and discussion answer the statement of the problem presented in the previous chapter.
Problem 1: What is the demographic profile of the respondents in terms of age, and sex?
Table 1. Age of the Respondents
Age (in years) Frequency Percentage (%)
6 21 48.8
7 20 46.5
8 2 4.7
Total 43 100.0

Table 1 displays the distribution of respondents based on their age in a survey or study. The data reveals that the majority of participants,
constituting 48.8%, fall into the age group of 6 years. Following closely, 46.5% of the respondents are 7 years old. In contrast, a smaller
proportion, only 4.7%, belong to the 8-year age category. This table served as a concise summary of the age distribution within the
sample, illustrating the predominance of 6 and 7-year-olds and the relatively limited representation of 8-year-olds in the surveyed
population.
The purpose of this study was to examine age‐related differences in the daily attention patterns of first‐grade learners. The importance
of this study comes from the need to understand attention and apply the information. In addition to altering daily fluctuations, age also
affects how interindividual differences in daily fluctuations are distributed, with the greatest variations occurring in children between
the ages of 5-7.
Table 2. Sex of the Respondents
Sex Frequency Percentage (%)
Male 21 48.8
Female 22 51.2
Total 43 100.0

Table 2 outlines the sex distribution of the respondents in the study, providing a snapshot of the sample's composition. The data shows
a nearly equal split between male and female participants, with 48.8% being male and 51.2% female. To guarantee diversity in the
sample and enable a more thorough comprehension of any ensuing findings, equal gender representation is crucial.
This suggested that the Department of Education's Philippine K–12 program's age requirement is precisely the same as the average age
requirement for responses at each grade level. According to DepEd, Department Order (DO) 020, s. defines the policy on the stringent
implementation of the kindergarten cut-off age. 2018 or the DepEd Order No. 47, Section Amendment. 2016.
In the Philippines, elementary education spans six years, from classes 1 through 6 (ages 6 to 12). Before the K–12 reforms were
implemented; the sole required component of the basic education cycle was elementary schooling. But because of the changes,
compulsory schooling has grown and is now needed for every academic year, through and including grade 12 (Macha et al., 2018).
There was also the desire the check the teachers’ own biases criteria and general reliability when grading. Nonetheless, the findings
concerning sex were originally so significant (although in the predicted directions) that it appeared that this component merited extra

Bernido & Hussien 635/641

 Psych Educ, 2024, 26(6): 633-641, Document ID:2024PEMJ2493, doi:10.5281/zenodo.13931620, ISSN 2822-4353
Research Article

consideration. Studies have consistently shown that girls have some advantage over boys when it comes to reading performance.
Problem 2: What is the assessment of the learners’ reading performance?
Table 3. Assessment of the Learners’ Reading Performance
Actual Score Performance Level Frequency Percentage (%)
27-30 Outstanding 38 88.4
23-26 Very Satisfactory 5 11.6
15-22 Satisfactory 0 0.0
<15 Less Satisfactory 0 0.0
Total 43 100.0
Note: Mean (SD) = 28.60 (1.31)

Table 3 provides a comprehensive overview of the assessment results for learners in reading performance, presenting both the actual
scores and corresponding reading performance levels. The majority of respondents, constituting 88.4%, achieved scores in the range
of 27-30, categorizing their performance as "Outstanding." A smaller proportion, 11.6%, falls into the "Very Satisfactory" range, with
scores ranging from 23 to 26. Notably, no respondents scored within the "Satisfactory" or "Less Satisfactory" in reading performance
among respondents. In addition to the overall number of respondents (43), the table offers other statistical details like the standard
deviation (1.31) and mean score (28.60).
Article XIV of the 1987 Constitution emphasized education as being one of the fundamental components in the process of building a
nation and a community. This statute mandates that the state provide universal access to high-quality education. Thus, one of the most
crucial aspects of school is reading.
The assessment results implied a strong foundation in reading performance among the learners, but educators must maintain a proactive
approach to support ongoing growth and development in this critical skill area.
Problem 3: What is the academic performance in English of the learners during 2nd Quarter of the School Year 2023-2024?
Table 4. Academic Performance in English of the Learners
Academic Grade Performance Level Frequency Percentage (%)
90-100 Outstanding 35 81.4
85-89 Very Satisfactory 8 18.6
80-84 Satisfactory 0 0.0
75-79 Fairly Satisfactory 0 0.0
Total 43 100.0
Note: Mean (SD) = 91.70 (3.08)

Table 4 displays a comprehensive breakdown of the academic performance in English among the learners, categorizing their grades
into different reading performance levels. The majority of respondents, comprising 81.4%, achieved outstanding academic grades
falling within the range of 90-100. A smaller proportion, 18.6%, falls into the "Very Satisfactory" category, with grades ranging from
85-89. The fact that no students fall into the "Satisfactory" or "Fairly Satisfactory" categories is noteworthy and highlights the high
degree of academic performance in English that the examined group possesses overall.
The table also includes the total number of respondents (43) and provides additional statistical details, such as the mean grade (91.70)
and standard deviation (3.08). The aforementioned measurements facilitate a thorough comprehension of the English proficiency of
the learners and offer significant perspectives for educators, policymakers, and researchers that aim to customize teaching approaches
to address certain academic requirements. The high mean grade suggests a generally strong performance across the sample, further
highlighting the proficiency of the learners in the English subject.
Reading proficiency was essential for academic achievement. Among the most crucial abilities for any student to acquire is this one.
Every academic discipline had prerequisites. It acts as a gateway for all students to dive into various fields since a student who struggles
with reading might additionally have difficulties in other subject areas. (Tomas and others, 2021).
Problem 4: Is there a significant relationship between the assessment of the learners’ reading performance and their academic
performance in English?
The findings of a straightforward regression analysis evaluating the connection between students' academic achievement in English
and their reading abilities are displayed in Table 5. The constant term has an estimate of 29.224 with a standard error of 3.876, yielding
a significant t-value of 7.540 (p-value < 0.001). Similarly, the performance score predictor has an estimate of 2.184 with a standard
error of 0.135, resulting in a highly significant t-value of 16.135 (p-value < 0.001). Both variables are marked as significant at the 0.05
level, indicating a robust relationship. The R-squared score of 0.864 indicates that learners' performance accounts for about 86.4% of
the variance in academic performance in English.
These findings suggest a substantial and favorable correlation between students' reading comprehension scores and their academic
achievement in English. The significant constant term suggests that even without considering comprehension scores, there is a baseline

Bernido & Hussien 636/641

 Psych Educ, 2024, 26(6): 633-641, Document ID:2024PEMJ2493, doi:10.5281/zenodo.13931620, ISSN 2822-4353
Research Article

academic performance that contributes significantly. The reading performance score predictor's high t-value and low p-value indicate
that as reading performance scores increase, academic performance in English is expected to rise significantly. The substantial R-
squared value highlights the effectiveness of the model in explaining the variation in academic performance.
Table 5. Linear Regression Analysis of Academic Performance in English
on Assessment of the Learners’ Reading Performance
Predictor Estimate (B) S.E. t-value p-value Remarks
Constant 29.224 3.876 7.540 .000 Significant
Comprehension Score 2.184 .135 16.135 .000 Significant
Note: Analysis is based on Linear Regression Analysis *significant at .05 level R-squared=.864

These findings suggest a substantial and favorable correlation between students' reading comprehension scores and their academic
achievement in English. The significant constant term suggests that even without considering comprehension scores, there is a baseline
academic performance that contributes significantly. The reading performance score predictor's high t-value and low p-value indicate
that as reading performance scores increase, academic performance in English is expected to rise significantly. The substantial R-
squared value highlights the effectiveness of the model in explaining the variation in academic performance.
Educators and policymakers can leverage these findings to develop targeted interventions aimed at enhancing reading performance,
ultimately positively impacting students' English academic achievement. It underscores the importance of reading performance as a
key predictor of performance is explained by the learners’ profile variables included in the model.
The results implied that gender significantly influences academic performance in English, with females exhibiting higher performance
on average. However, age does not appear to be a significant predictor in this context. These findings have implications for educational
interventions, as educators may consider tailoring strategies to address potential gender-based differences in learning or teaching styles.
The modest R-squared value suggests that factors beyond those considered in the model contribute to the variability in academic
performance in English, prompting further exploration into additional variables that may impact learners’ outcomes.
Sarwer and Ghulam (2018) claimed that fluency in the English language may also boost learners' general academic performance. A
key component of the learners' academic success in English is their effectiveness in using the language. As a result, learners who are
exposed to English early on may have a higher chance of becoming fluent speakers.
Problem 5: Is there a significant relationship between the learners’ profile and their academic performance in English?
The findings of a regression analysis examining the connection between different elements in the learners' profile and their academic
achievement in English are shown in Table 6. The constant term has an estimate of 81.854, with a standard error of 5.412, resulting in
a highly significant t-value of 15.124 (p-value < 0.001). The constant term suggests a significant baseline academic performance in
English, independent of other predictors.
Table 6. Regression Analysis of Academic Performance in English on
the Learners’ Profile
Predictor Estimate (B) S.E. t-value p-value Remarks
Constant 81.854 5.412 15.124 .000 Significant
Sex (Female) 1.961 .933 2.102* .042 Significant
Age 1.348 .800 1.684 .100 Not significant
Note: Analysis is based on Regression Analysis *significant at .05 level R-squared=.083

Examining individual predictors, the variable "Sex (Female)" has an estimate of 1.961, a standard error of 0.933, and a t-value of 2.102
(p-value = 0.042), indicating significance at the 0.05 level. This suggested that being female is associated with higher academic
performance in English. On the other hand, the predictor "Age" has an estimate of 1.348, a standard error of 0.800, and a t-value of
1.684 (p-value = 0.100), indicating no significance. The R-squared value is 0.083, suggesting that only about 8.3% of the variance in
academic performance in English is explained by the learners' profile variables included in the model.
The results implied that sex significantly influences academic performance in English, with females exhibiting higher performance on
average. However, age does not appear to be a significant predictor in this context. These findings have implications for educational
interventions, as educators may consider tailoring strategies to address potential gender-based differences in learning or teaching styles.
The modest R-squared value suggests that factors beyond those considered in the model contribute to the variability in academic
performance in English, prompting further exploration into additional variables that may impact students' outcomes.
Reading performance is critical to children's academic success and should be considered when striving to improve their overall
achievement. According to a study by Susanti & Irmadila (2018), there is a strong link between academic success in English classes
and learners' reading comprehension. It was also more likely that pupils who did well in the reading comprehension test would have
high academic success in English.
This study was required in the first place because reading proficiency is important in determining academic achievement and since
there haven't been enough studies done on the subject, particularly at the lower elementary level of schooling. Although little research

Bernido & Hussien 637/641

 Psych Educ, 2024, 26(6): 633-641, Document ID:2024PEMJ2493, doi:10.5281/zenodo.13931620, ISSN 2822-4353
Research Article

has been done on reading competency in industrialized nations, there is currently no published data linking reading proficiency to
children's academic achievement. Therefore, this study looked at the following: (a) the relationship between reading proficiency and
academic performance among lower primary school students after adjusting for the effects of parental involvement, financial situation,
and age of the students; (b) the differences in reading proficiency and academic performance between students attending public and
private schools; and (c) the differences in reading proficiency and academic performance between male and female students.
Problem 6: Which of the assessments on the learners' and respondents' profile significantly predict the effects of their academic
performance in English?
Table 7. Regression Analysis of Academic Performance in English on the Learners’
Profile and Assessment of Reading Performance
Predictor Estimate (B) S.E. t-value p-value Remarks
Constant 29.768 4.108 7.246 .000 Significant
Sex (Female) .427 .381 1.120 .269 Not significant
Age .050 .327 .154 .879 Not significant
Comprehension Score 2.146 .145 14.822*** .000 Significant
Note: Analysis is based on Regression Analysis ***significant at .001 level R-squared=.858

Table 7 shows the results of a multiple regression analysis examining the relationship between academic performance in English and
a combination of learners' profile variables and their assessment of reading performance. The constant term has an estimate of 29.768,
a standard error of 4.108, and a highly significant t-value of 7.246 (p-value < 0.001), indicating the importance of this baseline academic
performance in English.
Examining individual predictors, "sex (female)" and "age" are both not found to be significant predictors, with estimates of 0.427 (p-
value = 0.269) and 0.050 (p-value = 0.879), respectively. This suggests that, when considered alongside comprehension scores, gender
and age do not significantly contribute to the variation in academic performance in English in this model.
The "performance score" predictor, with an estimate of 2.146, a standard error of 0.145, and a highly significant t-value of 14.822 (p-
value < 0.001), is crucial in this model. This reinforces the findings from Table 5, emphasizing the strong positive relationship between
reading performance scores and academic performance in English. The R-squared value of 0.858 indicates that approximately 85.8%
of the variability in academic performance in English can be explained by the combination of learners' profile variables and their
reading performance scores.
These results implied that, when accounting for performance scores, gender and age do not significantly contribute to predicting
academic performance in English. Performance ratings are still a reliable and extremely important predictor, though. This demonstrates
how important reading comprehension is to academic success in English. Educators can use these findings to prioritize interventions
aimed at improving learners' performance, recognizing it as a key factor influencing overall performance in English.
One essential skill for learning and acquiring knowledge is reading. It has also been demonstrated that reading performance improves
academic achievement. However, reading performance scores do not significantly differ between genders. (Susanti & Irmadila, 2018)
Drawing on the main conclusions of the research outlined above, several suggestions were made to enhance the effectiveness of
instruction and tactics that can help students overcome obstacles and limitations related to their English language competency and
academic achievement in English-related courses.
Problem 7: What action plan can be formulated based on the findings of the study?
Action Plan on Comprehensive English Proficiency Initiative
The Comprehensive English Proficiency Initiative represents a strategic endeavor aimed at bolstering English proficiency among
learners within our institution. In an era marked by globalization, mastery of the English language is not merely advantageous but
essential for academic achievement, career advancement, and effective communication. Recognizing the pivotal role of English
proficiency, our institution is steadfast in its commitment to providing extensive support and resources, ensuring that all learners acquire
the language skills requisite for success.
At the core of this initiative lies a collaborative approach involving diverse stakeholders, including teachers, principals, curriculum
development teams, assessment coordinators, and learners themselves. Through collective effort, we endeavor to cultivate a nurturing
learning environment conducive to the cultivation and refinement of English language skills. By fostering collaboration and inclusivity,
we aim to create a supportive ecosystem wherein learners can thrive and flourish.
This action plan delineates a series of important steps and strategies tailored to our objective of augmenting English proficiency among
learners. Commencing with a comprehensive needs assessment, we seek to identify areas necessitating improvement in English
proficiency. Subsequently, we will implement targeted interventions, including curriculum enhancements, professional development
workshops for educators, integration of technology-based learning tools, and establishment of robust progress monitoring and
assessment protocols. By proactively addressing potential barriers and adapting our strategies as required, we aspire to realize our

Bernido & Hussien 638/641

 Psych Educ, 2024, 26(6): 633-641, Document ID:2024PEMJ2493, doi:10.5281/zenodo.13931620, ISSN 2822-4353
Research Article

overarching goal of empowering all learners with the English language skills indispensable for success in today's interconnected world.
Conclusions
The study provided a clear picture of notable achievements among learners, showcasing their commendable proficiency in both reading
performance and English academic performance. The majority of participants excelled, with a significant percentage achieving
outstanding scores in reading performance and outstanding grades in English. The absence of participants in lower performance
categories underscores the overall high academic accomplishment within the surveyed group. These findings collectively highlight a
cohort of learners who have demonstrated consistent and impressive success, providing valuable insights into their academic prowess
and emphasizing the strength of their achievements across both language domains.
Also, the study revealed the critical influence of reading performance on learners' academic performance in English. The findings
consistently highlight the strong positive relationship between reading performance and overall success in English, reaffirming the
significant role of these skills. This insight emphasizes the importance of targeted interventions and instructional strategies aimed at
fostering and enhancing reading performance abilities among learners.
Lastly, while gender appears to have some association with English performance, as indicated in the analysis of profile variables, the
impact of age suggests that other factors may play a more prominent role. The study underscores the need for educators and
policymakers to consider a holistic approach, recognizing the multifaceted nature of contributors to academic achievement in English.
By prioritizing interventions that strengthen reading performance and understanding the context-specific influences of gender and age,
educational stakeholders can better support learners in their English language development. These conclusions provide valuable
guidance for shaping effective strategies to enhance English proficiency among learners.
Based on the comprehensive findings and conclusions drawn from the study, several recommendations can be made for different
stakeholders in the educational domain.
For school administrators, it is recommended to consider integrating targeted reading performance programs within the curriculum,
emphasizing a strategic approach that prioritizes the development of these skills. This could involve allocating resources for specialized
training for teachers in effective comprehension instruction methods.
Curriculum planners are encouraged to revisit and enhance existing English language programs, ensuring a balanced focus on reading
performance. Incorporating gender-inclusive content and activities can contribute to a more equitable learning environment. Moreover,
offering flexibility in teaching strategies to accommodate individual differences in learning styles and reading performance can enhance
overall language development.
Teachers play a crucial role in the implementation of these recommendations. Educators should adopt learner-centered, differentiated
teaching approaches that address the diverse needs of learners. Continuous professional development opportunities focusing on
effective performance instruction and gender-inclusive teaching practices can empower teachers to create more supportive and
engaging English language classrooms.
For future researchers, this study suggests exploring additional factors that may influence English language proficiency, beyond the
scope of gender, age, and performance scores. Investigating socio-economic factors, cultural influences, or the impact of specific
teaching methodologies could contribute to a more comprehensive understanding of the complexities influencing academic
performance in English.
References
1st Grade Reading Comprehension Worksheets & Tests. (2024). ReadTheory. https://readtheory.org/reading-comprehension-
worksheets/1st-grade/.
Auld, S. (2019) Reading daily improves comprehension and student performance. https://www.acc.edu.au/blog/reading-
comprehension-student-performance.
Baptiste Janvier & François Testu (2007) Age‐related differences in daily attention patterns in preschool, kindergarten, first‐grade, and
fifth‐grade pupils. Chronobiology International, 24:2, 327-343, DOI: 10.1080/07420520601139839S
https://www.tandfonline.com/doi/abs/10.1080/07420520601139839.
Carrier. (2023, April 10). The impact of reading comprehension on learning. EWU.
https://online.ewu.edu/degrees/education/med/reading-literacy/reading-comprehension-on-learning/.
Cooter.(2019).https://www.coursehero.com/file/154101206/Chapter-1-Strategies-for-Reading-Assessment-and-Instructiondocx/.
De Leon, I. P. (2022, June 29). Comprehending comprehension | Inquirer Opinion. INQUIRER.net.
https://opinion.inquirer.net/154516/comprehending-comprehension.
Deluao, Bernal, Padillo, & Lim. (2022, May 2). Improving the reading comprehension of grade 8 learners using 4rs (Read, Retell,

Bernido & Hussien 639/641

 Psych Educ, 2024, 26(6): 633-641, Document ID:2024PEMJ2493, doi:10.5281/zenodo.13931620, ISSN 2822-4353
Research Article

React, Reflect) Strategy. International Journal of Humanities, 7(1).

DepEd Order 12 series 2015 https://airccse.com/ijhas/papers/7222ijhas05.pdf.
Department of Education (DepEd) Order 14, series 2018
Department Order (DO) 020, s. 2018 or the Amendment to DepEd Order No. 47, s. 2016.
Department of Education. (2019, November 28). ‘Bawat Bata Bumabasa’ a priority in DepEd’s quest for quality education. Retrieved
November 19, 2023, from https://www.deped.gov.ph/2019/11/28/bawat-bata-bumabasa-a-priority-in-depeds-quest-for-quality-
education/.
Deped Memorandum No. 173. s. 2019. https://www.deped.gov.ph/wp- content/uploads/2019/11/DM_s2019_173- 1.pdf.
Elleman, A. M., & Oslund, E. L. (2019). Reading comprehension research: Implications for practice and policy. Policy Insights
from the Behavioral and Brain Sciences, 6(1), 3– 11. https://doi.org/10.1177/2372732218816339.
Escar, E. (2022, August 13). What are the benefits of reading comprehension? Iris Reading. https://irisreading.com/what-are-the-
benefits-of-reading-comprehension/.
ESOL.(2000)https://www.academia.edu/40619528/Language_Acquisition_Theory_ESOL_CPD_Module_2_Chomsky.
Forrin, N.D and MacLeod, C.M (2018) This time it’s personal: the memory benefit of hearing oneself, Memory, 26:4, 574 579, DOI:
10.1080/09658211.2017.1383434 Hart. (n.d.). Cognitive factors that affect reading comprehension. Seattle Pi.
https://education.seattlepi.com/cognitive-factors-affect-reading-comprehension-1591.html.
Idulog, M. V., Gadiano, R., De Toledo, E., Hermosada, M., Casaldon, H., Mariposa, M., Geron, C., Dequito, E., Genanda, J., Malipot,
M. A.,.
Johnson, E., & Brown, M. (2018). Factors influencing reading performance among grade 1 learners in urban schools. Reading
Research Quarterly, 43(2), 189-204.
Lee, C. (2018, July 27). Instructional Design Models and Theories: Schema Theory - Teach Online. Teach Online.
https://teachonline.asu.edu/2018/07/instructional-design- models-theories-schema-theory/.
LillyPad.ai. https://blog.lillypad.ai/importance- Martin, W. D. (1972). The Sex Factor in Grading Composition. Research in the
teaching of english. 6(1), Macha, Mackie, and Magaziner, W. C. J. (2018, March 6). EDUCATION SYSTEM PROFILES.
https://wenr.wes.org/2018/03/education-in-the-philippines36–47. https://www.jstor.org/stable/40170572 of-reading-comprehension/.
Luzano, M. Z. (2018, November 28). Basic research on enhancing reading comprehension.docx. www.academia.edu.
https://www.academia.edu/37650352/Basic_Research_On_Enhancing_Reading_Comprehension_docx.
McDonell,Linde and Fredrickson.(2022). Reading comprehension in the english subject among grade 4 students in carmen elementary
school https//ijariie.com/Admin Upload PDF/ Reading Comprehension.
Macha et,al. (2018) Education System Profiles. https://wenr.wes.org/2018/03/education-in-the-philippines.
Mirizon, S., Diem, C. D., & Vianty, M. (2018). Students’ specific comprehension skills in english based on school locations, grades,
and gender. Indonesian Journal of Applied Linguistics, 7(3), 538–548. https://doi.org/10.17509/ijal.v7i3.9799.
Molina Miranda, & Reflinda. (2022, October 1). A correlation between oral reading fluency and reading comprehension at tenth grade
students MAS TI Canduang. PESHUM : Jurnal Pendidikan, Sosial Dan Humaniora, 1(6), 606–611.
https://doi.org/10.56799/peshum.v1i6.963.
Pakpahan, F. H., & Saragih, M. (2022, July Journal of Applied Linguistics, 2(2), 55-60.28). Theory of cognitive development by Jean
Piaget. https://doi.org/10.52622/joal.v212.79.
Parlindungan. (2020, June 22). A review on reading theories and its implication to the teaching of reading. Universitas Kristen
Indonesia. https://parlindunganpardede.wordpress.com/articles/lan guage-teaching/a-review-on-reading-theories-and-its-implication-
to-the-teaching-of-reading/
Pentang, J., & Bautista, R. (2023, June 10). Filipino students’ reading abilities: a note on the challenges and potential areas for
improvement. https://doi.org/10.57092/ijetz.v2i2.128.
Porcare. (2019). Multigrade school: effective reading intervention for grades v & vi pupils. DepEd Agusan Del Sur.
https://www.depedagusandelsur.org/14porcare.php.
Reinabelle T., R., & Cecilia Q., PhD, V. (2023, August 16). Teaching strategies and the reading comprehension competence of grade
7 students. International Journal of Social Science Humanity & Management Research, 2(08).

Bernido & Hussien 640/641

 Psych Educ, 2024, 26(6): 633-641, Document ID:2024PEMJ2493, doi:10.5281/zenodo.13931620, ISSN 2822-4353
Research Article

https://doi.org/10.58806/ijsshmr.2023.v2i8n02.
Sarwer. (2018, February). A study of achievement in English of secondary school students in relation to certain demographic variables.
International Journal of Research in Social Sciences, 8(2), 716–726. https://www.ijmra.us/project
doc/2018/IJRSS_FEBRUARY2018/IJMRA-13399.pdf.
Solis, M., Reutebuch, C. K., Falcomata, T., Steinle, P. K., Miller, V. L., & Vaughn, S. (2019). Vocabulary and main idea reading
intervention using text choice to improve content knowledge and reading comprehension of adolescents with autism spectrum disorder.
Behavioral Modification. Advance online publication. doi:10.1177/0145445519853781.
Stott. (n.d.). Stott - Helping ESL students become better readers (schema theory) (tesl/tefl). http://iteslj.org/Articles/Stott- Schema.html.
Target the Problem: Vocabulary | Reading Rockets. (n.d.). Reading Rockets. https://www.readingrockets.org/helping-all-readers/why-
some-kids-struggle/target-problem/vocabulary
Susanti, E., & Irmadila, D. (2018). The correlation between students’ reading comprehension toward students’ english academic
achievement. 7(2). https://doi.org/10.31571/BAHASA.V7I2.1027.
Tomas, M. J. L., Villaros, E. T., & Galman, S. M. A. (2021, January 1). The perceived challenges in reading of learners: basis for
school reading programs. Open Journal of Social Sciences; Scientific Research Publishing. https://doi.org/10.4236/jss.2021.95009.
What research tells us about reading, comprehension, and comprehension instruction | reading rockets. (n.d.). Reading Rockets.
https://www.readingrockets.org/topics/comprehension/articles/what-research-tells-us-about-reading-comprehension-and-
comprehension.
Wurm, S., & Witting, T. K. (2018). Effects of reading motivation and academic motivation on reading performance. Reading and
Writing, 31(2), 417-439.
Affiliations and Corresponding Information
Cynthia B. Bernido
St. Peter’s College – Philippines
Omar Q. Hussien, PhD
St. Peter’s College – Philippines

Bernido & Hussien 641/641