Learners’ Reading Comprehension
Keywords:
Evaluative, inferential, learners, reading comprehension, literalAbstract
Research on reading comprehension promises to provide valuable data that can drive improvements in teaching strategies, curriculum design, and policy-making, ultimately leading to enhanced academic success. In this premise, this study aimed to determine the reading comprehension levels of Grade 5 learners in a District under a medium-sized Division in Central Philippines during the Academic Year 2023-2024. Data needed for this descriptive study was taken from 236 respondents using a self-made instrument that has passed the stringent validity and reliability tests. Overall, the reading comprehension of Grade 5 learners was moderate. The ensuing analysis likewise showed a moderate reading comprehension level when respondents were grouped by sex at birth, residence, parents’ educational attainment, number of siblings, and combined family income. Subsequent analysis showed no significant difference in literal and inferential reading comprehension levels when Grade 5 learners were grouped according to sex at birth, residence, number of siblings, and combined family income, except when parents’ educational backgrounds grouped respondents. Additionally, no significant difference was found in the evaluative level when respondents were grouped according to sex at birth and number of siblings. A significant difference was found when grouped according to residence, parents’ educational attainment, and combined family income. The study result suggests the need for implementing targeted reading programs focused on learners’ critical reading skills while utilizing formative assessment tools in reading and to help promote a culture of reading.
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