Reading Skills and English Language Performance among Grade 6 Pupils

Presented to:

The Faculty of College of Teacher Education

Opol Community College

Opol, Misamis Oriental

In Partial Fulfillment of the Requirements

of the Subject Research in Education

Researchers:

Mark Christian Alicabo

Babes Jairah D. Breviescas

Snooky S. Marquez

Warren Grace A. Navarro

Jerson M. Saavedra

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 CHAPTER 1

THE PROBLEM

Introduction

Visualizing a classroom where all students read effortlessly,

comprehending each word and sentence with ease, will make their overall

performance in the English language different. English language performance is

not just a mere knowledge of words and grammar; it involves more than that,

including communicating ideas effectively, reading complex texts, and expressing

oneself concisely. Good reading skills are key for students to succeed in English.

When they can read easily, they not only get what they read, but they also start

thinking better, being creative, and communicating clearly. Reading helps

students grasp more complex ideas and speak their thoughts with confidence.

Without strong reading abilities, lessons in grammar and vocabulary might not

help them fully understand the language. Improving reading skills to help

students become well-rounded and express themselves well.

Language is one of humanity’s most invaluable assets, serving as a

medium for communication, collaboration, and cultural preservation. It represents

not only intellectual achievements but also behavioral traditions, beliefs, and

social norms. Without language, meaningful human interaction and cooperation

would be significantly hindered. Language exposure, defined as the level of

contact, interaction, and engagement with a language, plays a crucial role in

language acquisition (Jabarani, 2019). This exposure can take different forms,

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such as spoken or written communication in both formal and informal settings,

and can involve active or passive participation (Galiansa et al., 2020). Formal

learning occurs in structured environments with guided instruction, while informal

learning happens through daily interactions (Domingo, 2020). Both forms of

exposure contribute to the development of reading proficiency and

comprehension skills.

Moreover, the mastery of reading skills combined with English language

performance stands as essential for both academic achievement and

communicative effectiveness. Students with strong reading comprehension skills

can accurately process and interpret information while English proficiency allows

them to express thoughts effectively in both written and spoken forms. A

significant number of students find it difficult to comprehend intricate texts while

simultaneously expanding their vocabulary and employing critical thinking during

reading assignments. The challenges these students face lead to subpar

academic results and restricted language skills which detrimentally impact their

educational journey.

The investigation seeks to identify elements affecting students' reading

abilities alongside their English language achievements. The study aims to

uncover effective teaching methods to boost reading skills by examining learners'

comprehension gaps and the obstacles they encounter. The research

investigation will examine how diverse teaching approaches combined with

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language exposure and interaction with reading resources enhance students'

literacy skills alongside language development. Educators will use these findings

to create specific interventions that help students develop advanced reading

skills and English language proficiency.

Research indicates that while learners perform well at the literal level of

reading comprehension, they struggle with inferential and evaluative reading

(Pradani, 2021). This gap suggests the need for targeted interventions to

enhance higher-order thinking skills in reading. Reading is a cornerstone of

education, fostering comprehension, critical thinking, and knowledge acquisition.

It plays a vital role in academic success and personal growth, equipping

individuals with essential skills for lifelong learning and effective communication.

However, various factors in today’s information-driven society pose challenges to

effective reading, necessitating strategies to strengthen students' literacy skills.

Theoretical and Conceptual Framework

This study is anchored to some well-known theories who provided the theoretical

foundations for this investigation:

Constructivist Learning Theory (Jean Piaget, 1950; Lev Vygotsky, 1978)

Constructivist Learning Theory emphasizes active engagement in the

learning process, where students construct their own knowledge based on

experiences and interactions with their environment. Piaget (1950) argued that

learners build understanding through assimilation and accommodation, adjusting

their mental structures based on new experiences. He proposed four stages of

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cognitive development—sensorimotor, preoperational, concrete operational, and

formal operational—each representing a different way children think and learn as

they mature. According to Piaget, effective learning occurs when new knowledge

is integrated into existing cognitive structures through meaningful experiences.

Vygotsky (1978), on the other hand, introduced the concept of the Zone of

Proximal Development (ZPD), which highlights the role of guidance and social

interaction in learning. He argued that learning is most effective when students

engage in tasks slightly beyond their independent capabilities but achievable with

the help of a more knowledgeable individual, such as a teacher or peer. Vygotsky

emphasized the role of language in cognitive development, asserting that social

interactions facilitate deeper learning and skill mastery. In the context of this

study, hands-on activities serve as interactive learning experiences that enhance

reading comprehension by allowing students to make meaningful connections

between text and real-world applications. These activities encourage student

participation, curiosity, and problem-solving, leading to deeper engagement and

retention of reading material.

Schema Theory (David Rumelhart, 1980; Richard Anderson, 1984)

Schema Theory posits that comprehension occurs when new information

is integrated with existing knowledge structures or schemas. Rumelhart (1980)

and Anderson (1984) emphasized that learning is an ongoing process of

modifying and expanding these mental frameworks. Schemas serve as cognitive

blueprints that help learners organize, interpret, and retrieve information

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efficiently. When students encounter new reading materials, they rely on prior

knowledge to make sense of unfamiliar words, concepts, and ideas.

Inferential and evaluative reading rely heavily on schema activation, as

students must connect prior knowledge with textual content to derive meaning.

Students with well-developed schemas can better organize, interpret, and retain

information, allowing them to grasp complex reading materials more effectively.

Conversely, students with limited background knowledge may struggle to make

meaningful connections, leading to poor comprehension and difficulty in

analyzing texts critically. Hands-on activities help reinforce and expand schemas

by providing concrete experiences that relate to reading content. These activities

make abstract concepts more tangible and relatable, thereby improving reading

comprehension. Without sufficient background knowledge, students may struggle

to contextualize information, underscoring the importance of integrating

experiential learning with reading instruction to enhance schema development.

Input Hypothesis (Stephen Krashen, 1982)

Krashen’s Input Hypothesis asserts that language acquisition occurs when

learners are exposed to comprehensible input slightly above their current

proficiency level (i+1). This means that students must engage with texts that

challenge but do not overwhelm their abilities. According to Krashen (1982),

meaningful and contextualized exposure to language enhances acquisition, as

learners gradually internalize grammar structures and vocabulary without explicit

instruction. He argued that a stress-free and engaging learning environment

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fosters better language absorption, as anxiety and pressure can hinder

comprehension and retention.

Krashen’s theory underscores the importance of extensive reading, where

students are immersed in a variety of texts that match their interests and reading

levels. Programs like "TaTiToRe" (Take Time to Read) provide structured

opportunities for students to engage with texts at varying difficulty levels, thereby

enhancing their reading skills. Furthermore, hands-on activities create immersive

language experiences that encourage deeper processing of text and vocabulary

acquisition. These activities stimulate curiosity, promote exploration, and facilitate

authentic engagement with reading materials. By incorporating reading materials

that align with students’ interests and cognitive abilities, teachers can scaffold

learning and facilitate language development effectively, leading to improved

comprehension and linguistic proficiency.

Independent Variables Dependent Variable

Reading Skills
English Language
Reading Performance
Comprehension
Reading
Vocabulary Proficiency
Development
Fluency

Figure 1: Schematic presentation of variable in the study

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Statement of the Problem

This study aims to investigate the relationship of Reading Skills and

English Language Performance among Grade 6 pupils at Opol Central School.

Specifically, the objectives of this study are as follows:

1. What is the level of students’ reading skills in terms of:

1.1 Literal Comprehension;

1.2 Vocabulary Development; and

1.3 Fluency?

2. What is the level of students’ English Language Performance in terms of:

2.1 Reading Proficiency;

3. Is there a significant relationship between students’ Reading Skills and their

English Language Performance?

Statement of Hypothesis

For Problems 1 and 2 are hypothesis-free as they descriptively assess students'

Reading Skills and English Language Performance without examining

relationships or causality. Thus, for problem 3, this study proposes the following

hypotheses;

H0: There is no significant relationship between students’ Reading Skills (Literal

Comprehension, Vocabulary Development, and Fluency) and their English

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Language Performance.

H1: There is a significant relationship between students’ Reading Skills (Literal

Comprehension, Vocabulary Development, and Fluency) and their English

Language Performance.

Scope and Limitation of the Study

This study focuses on the connection between reading skills and English

performance among Grade 6 students at Opol Central School. It looks at three

key areas: Literal Comprehension (understanding the direct meaning of texts),

Vocabulary Development (learning and using new words), and Fluency (reading

smoothly and quickly). Additionally, it evaluates their English skills in Reading

Proficiency (how well they read), Listening Comprehension (how well they

understand spoken English), and Speaking Proficiency (how well they speak

English).

The study is exclusively for Grade 6 students. Researchers are concerned

only with basic reading skills such as simple comprehension, vocabulary building,

and reading fluency. More complex skills like in-depth text analysis are not

included. Similarly, we do not address writing, grammar, or other advanced

language skills.

For analysis, we use descriptive and correlational methods to see how

reading ability might affect English language skills. Researchers are not testing

any specific teaching styles or methods. We collect data through standardized

reading tests, assessments by teachers, and student performance records.

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Significance of the Study

This study is essential as it explores the connection between Reading

Skills and English Language Performance among Grade 6 pupils. In today’s

academic setting, proficiency in reading is a critical factor that influences a

student's success in various subjects. By examining how reading skills impact

English language performance, this research aims to provide insights that will

benefit several stakeholders.

For School Administrators – School leaders can use the results of this study to

implement programs that focus on strengthening reading proficiency. The study

may also help in designing intervention programs that cater to the needs of

struggling readers.

For Teachers – Educators will gain valuable information on the reading

difficulties faced by their students. The findings can serve as a basis for

developing effective teaching strategies that enhance reading comprehension,

fluency, and vocabulary acquisition, ultimately improving English language

performance.

For Parents – This research will highlight the role of parents in fostering a

reading culture at home. By understanding the relationship between reading

skills and English performance, parents may be encouraged to provide better

support, such as access to reading materials and guidance in their children’s

literacy development.

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For Students – This study will help Grade 6 pupils understand the importance of

reading proficiency in improving their English language skills. By identifying

challenges in reading, students may develop better strategies to enhance their

comprehension and overall academic performance.

For Future Researchers – This study can serve as a reference for future studies

on reading proficiency and language performance. It may also open new areas of

research that focus on innovative teaching strategies and interventions to

enhance students' reading and English language skills.

By emphasizing the importance of reading skills in language development, this

study contributes to the overall improvement of literacy education, ensuring that

Grade 6 pupils are equipped with the necessary skills for academic success and

lifelong learning.

Definition of the Keywords

Reading Skills: This is how well someone can understand and analyze what they

read. It covers things like comprehension, fluency, and vocabulary. These are

key for doing well in English.

English Language Performance: This shows how good a student is at reading,

writing, speaking, and understanding English. The study looks at how reading

skills affect students' grades in English.

Reading Comprehension: This means a student's ability to understand and make

sense of a text. It involves recognizing words, getting ideas, and drawing

conclusions from what they read.

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Reading Fluency: This is about reading smoothly and accurately. It means being

able to read quickly and with the right expression, which helps in understanding

the material better.

Vocabulary: This is all the words a person knows. Having a strong vocabulary

helps with understanding what they read and communicating in English.

Reading Difficulties: These are problems that make reading hard, like struggling

to decode words or poor comprehension. These issues can hurt a student’s

overall school performance.

CHAPTER 2

REVIEW OF RELATED LITERATURE

The study highlights a critical issue regarding the reading proficiency of

Grade 6 learners, emphasizing the need for targeted interventions to enhance

their skills. With the overall reading proficiency identified at a frustration level, it is

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evident that many students struggle with oral reading, silent reading, and

listening comprehension.

Reading Comprehension

Reading is one of four key skills for learning English because it enables you to

be able to comprehend written resources or information on popular knowledge.

People can plan and takes concern of their mental processes, broadening their

experiences and perspectives and develop their own frameworks about reading-

based creativity and inventions. According to UNESCO (2022), the main obstacle

to the formation of reading habits is the absence of books, as a consequence,

millions of people do not read, which limits literacy. Countries such as Thailand,

China, the Philippines, and Egypt have a population with a greater reading habit

than Ecuador, with an average time dedicated to reading ranging between seven

and nine hours a week (Excelsior, 2022).

In terms of reading comprehension, based on the statement from Clarke cited

Riyani et al (2023), it is stated that when we read, understanding comes from

how we interact with the text and what the text is saying. It's about both the

words in the text and how we react to them. Reading comprehension is the

process of reading to obtain information from reading material. Reading

comprehension can be interpreted as a form of a person's ability to understand or

comprehend something by seeing and knowing what they see and read.

Apart from that, the extensive reading technique has several differences when it

is compared to other reading techniques such as intensive reading. As explained

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by Muchtar (2019), intensive reading is a reading activity to understand the entire

content of the reading. Meanwhile, extensive reading is done widely and in large

quantities, which has the main aim to enjoy reading activities. In this way,

students will get two different experiences from these two types of reading

techniques.

Yulianti (2020) stated that there are various kinds of extensive reading, such as

survey reading, skimming and shallow reading. Survey reading is a reading

activity that aims to comprehend a general overview of the content and scope of

the reading material you want. Meanwhile, skimming is a way of reading quickly

to find and get information. Shallow reading is a reading activity to gain a

shallow or not very deep understanding of the reading. Reading does not require

seriousness; understanding the reading is not that important. The important thing

in reading this type is to achieve the ultimate goal of reading, called pleasure.

Several studies that have been done regarding on how to improve the ability to

understand English texts also prove that the skills of reading and understanding

English texts are essential for every student to have. One effective and

stimulating instructional approach to improve language proficiency is to use

Extensive Reading (ER) (Komariah, 2021) which was pioneered by Day et al.

(1998).

From these statements, it can be concluded that learning to read is very

important and requires some practices and techniques or methods. Reading

requires real training. This can be done by means of Extensive Reading.

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Through Extensive Reading, students have many choices of material and the

type of reading that they want. They also have more time than intensive reading

(Wahyuningsih, 2021).

Vocabulary Development

Vocabulary is one of important factors in language learning and develops

the language skills. The learners feel difficult if they are lack of vocabulary. For

this reason, building and developing literacy skills in the early learning stage is

essential. Nicolas (2021) revealed that the oral reading speed of Grade 6

learners falls under frustration level or learners are classified as slow readers

based on the Phil-IRI criteria. Meanwhile, vocabulary development is an

important aspect of language development, vocabulary is central to teach English

because without sufficient vocabulary students cannot understand others or

express their own ideas.

In 2019, the Department of Education issued Memorandum No. 173, "Hamon:

Bawat Bata Bumasa," also known as the 3Bs Initiative, which aims to support the

implementation of the K–12 Basic Education Program. This memorandum

stipulated guidelines for the realization of the initiative through integrating the

"Big Six" as conceptual considerations. Specifically, the initiative should focus on

six reading elements such as oral language, phonological awareness, phonics,

vocabulary, fluency, and comprehension. Vocabulary is highlighted in this

initiative to ensure learners’ expansion of knowledge in making sense of and

understanding words. Supplying the vocabulary level of learners helps aid in

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knowing the words that students need to be aware of in order to comprehend

texts that are progressively more difficult to read (Butler et al., 2019). However, a

deficiency of vocabulary in the target language is one of the influencing factors

constituting poor writing skills in both the Filipino and English languages among

elementary students. (Saavedra & Barredo, 2020).

Historically, educators have long acknowledged the importance of vocabulary

development, Al-Dulaimi (2022), in their study "The Impact of Word Map

Activities on Primary School Students' Vocabulary Achievement," revealed

significant results regarding the improvement of learners' vocabulary. Presently,

the Department of Education ensures that learning opportunities benefit learners

in every subject area where they are expected to be fully competent. In this case,

the K–12 Basic Education curriculum encompasses new sets of detailed

standards and competencies that are essential for the learners’ content

attainment. In subject areas like Filipino and English, vocabulary development

[pag unlad ng talasalitaan] is one of the integrated language arts domains

funneled across year levels starting from kindergarten to grade 12, similar to

writing and composition, grammar awareness and structure, and reading and

listening comprehension. For instance, "use words that are related to self, family,

school, community, and concepts such as the names for colors, shapes, and

numbers—EN1V-IIIa-e-5" is a learning competency necessary for the vocabulary

development of Grade 1 learners. Additionally, "natutukoy ang kahulugan ng

salita batay sa kumpas, galaw, ekspresyon ng mukha; ugnayang salita-larawan,

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F1PT-IIb-f-6" is a learning competency targeting vocabulary development in

Filipino subject.

People communicate using their vocabulary knowledge to understand and

explain something. Word can be defined as the label of feelings, thoughts and

attitudes consisting of sounds or sound groups in such a way as to have a

meaning or grammatical function and it can be used alone (Akyol, 2015; Ergin,

2013; Türkçe Sözlük, 2018; Yıldız, 2019). Another sub-dimension that constitutes

the fluency of reading skill is vocabulary knowledge. Vocabulary has an important

place among the factors that affect reading and writing, which are the basic

language skills of comprehension and expression, and even the sub-language

skills of listening and speaking (Karadağ, 2019; Karatay, 2007). Instead of

vocabulary knowledge, other terms such as vocabulary repertoire, word level,

word proficiency have been used in studies and definitions focused on

vocabulary. Vocabulary knowledge is defined as the accumulation of words that

the individual learns, understands, uses, and stores in memory as a result of his

or her experiences (Akyol & Temur, 2007; Karadağ, 2019; Özbay & Melanlıoğlu,

2008).

Fluency

Individuals who experience problems with their fluent reading skills have some

difficulties while reading a text. It has been observed that students with reading

difficulties generally have some problems such as having short-term memory, not

being able to concentrate their attention, being emotionally weak, reading without

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thinking, lack of eye-motor coordination, reading the words by turning them back,

and having problems to divide the plot into stages.

Fluent reading has generally been defined as reading correctly, at a suitable rate,

and with tone, all of which are crucial to the comprehension of meaning in texts.

It has been found that fluency is directly associated with reading comprehension,

illustrating just how critical it is for readers to acquire automatic processing skills

in the identification of words. Automaticity enables them to devote mental

resources to comprehending the text instead of slowing down to decode

individual words.

Dysfluent readers, by contrast, have difficulty with word recognition and tend to

spend most of their mental resources merely decoding text. This leaves them

with little ability to understand what they are reading. Research has shown that

fluency—namely, the speed and accuracy of reading—has a significant impact

on closing the gap between decoding ability and comprehension. For example, a

study discovered that students who were good at decoding words but were not

fluent did less well in reading texts than those who were good at decoding and

also fluent readers.

Moreover, the prosody of reading, or the expressive quality of reading—such as

variations in pitch and proper phrasing—also plays a role in comprehension,

although it has been less studied than accuracy and speed. When readers

employ prosody successfully, they are able to pick up the meaning of the text

more effectively. For instance, a test using third graders found that students who

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read with proper expression scored higher on comprehension than those who did

not.

In short, building fluency in reading—accuracy, speed, and expression—is

essential for building comprehension, and explicit instruction can assist students

in moving from mere word recognition to reading fluently and with meaning.

Additionally, findings proved that according to the UNICEF there are less than 15

percent of schoolchildren in the Philippines, or about three in every 20, can read

simple texts in large part due to the longest schools’ closure of more than 70

weeks as of the middle of February caused by the COVID-19 pandemic. The

latest UNICEF assessment translates to a learning poverty defined by the World

Bank as the share of 11- year-olds who cannot read or understand a simple story

—of more than 85 percent, which is slightly better than the World Bank estimate

of as high as 90 percent in November of last year (De Vera, 2022). One of the

major challenges experiences during modular distance learning is that there are

learners who don’t have parents to help studying their lesson especially in

reading at home while there are other parents who answers their children’s

module leaving teachers being worried. Parents should refrain from answering

the self-learning modules so their children could truly learn (Carino,2020).

Department of Education raised concern about the educational system today

because of “No Student Left Behind Policy” This may be the root why Grade Six

students promoted to high school despite not being able to read (Clea, 2022)

In today's society, learning a language has emerged as one of the most effective

methods of providing individuals with a quality education. This is particularly true

19
for learning English, as many countries seek proficiency in it for business

purposes. Furthermore, several nations, including Indonesia, have designated

English as a second official language, leading to its inclusion in the school

curriculum there (Fryer et al., 2020). Reading is one of the four key skills for

learning English since it allows you to understand written materials or information

on general knowledge. Hutabarat (2020, p. 692-699) stated the numerous

reading difficulties that children confront since they must comprehend all of the

elements of reading, including text analysis, igniting their enthusiasm in reading,

and so forth. Wolf et al. (2019, p. 1747-1767), This was due to the fact that a

stronger command of syntax raises the probability of having strong reading

comprehension abilities.

Reading Proficiency

The majority of Grade 6 learners are performing at a frustration level across all

assessed areas of reading. This indicates that they are unable to read and

comprehend grade-level materials effectively. The study found that factors such

as family income and family size significantly impacted oral reading proficiency.

This suggests that socioeconomic factors may play a role in the reading abilities

of learners, potentially affecting access to resources and support.

The learners' difficulties in silent reading and listening comprehension are

attributed to poor comprehension skills, including challenges in understanding

and drawing conclusions from texts. This points to a need for strategies that

specifically target these areas. The findings urge the Department of Education

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(DepEd), reading implementers, and school stakeholders to take the reading

profiles of learners into account when designing remedial programs and

intervention plans. Tailored approaches that address the specific needs of

learners, particularly those from varying socioeconomic backgrounds, are

essential for improving reading proficiency.

In conclusion, the study underscores the importance of assessing and

understanding the reading proficiency levels of students to implement effective

educational strategies. By addressing the identified challenges and considering

the influencing factors, stakeholders can work towards enhancing the reading

skills of Grade 6 learners, ultimately supporting their academic success. This

article discusses the IDC (Interest, Desire, and Commitment) Theory in the

context of technology-enhanced learning. It emphasizes the role of habits in

learning. processes and introduces the concept of the "Habit Loop," which

consists of cues, routines, and rewards. The authors argue that understanding

these elements can help educators design more effective learning environments

that foster positive learning habits.

The article is significant for educators and instructional designers as it

provides insights into how habits can be cultivated in learners through

technology. By leveraging the Habit Loop, educators can create engaging and

motivating learning experiences that encourage students to develop and maintain

productive study habits.

(DeVera, B. (2022). Lockdown's impact; UNICEF cites poor reading skills among

PH kids. Vol 1, p 10-13)

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 This report highlights the negative impact of lockdowns on children's reading

skills in the Philippines, as cited by UNICEF. It discusses the challenges faced by

students during remote learning, including lack of access to resources, reduced

interaction with teachers, and the overall disruption of traditional learning

environments. The report emphasizes the need for targeted interventions to

address these issues and improve literacy rates among Filipino children. This

report is crucial for policymakers and educators as it sheds light on the

educational setbacks caused by the pandemic. It underscores the importance of

addressing literacy challenges and suggests that immediate action is necessary

to support students in recovering lost learning opportunities. (FlipScience. (2020,

October 5). "Tagapagdaloy': How Filipino parents can help ensure successful

modular distance learning. Vol 1, Issue No. 1)

This article provides practical advice for Filipino parents on how to support

their children during modular distance learning. It outlines strategies for creating

a conducive learning environment at home, maintaining communication with

teachers, and encouraging active participation in learning activities. The term

"Tagapagdaloy" refers to facilitators or guides in the learning process,

emphasizing the role of parents in their children's education. The article is

valuable for parents and guardians as it empowers them to take an active role in

their children's education during challenging times. By providing actionable tips, it

helps bridge the gap between home and school, fostering a collaborative

approach to learning. (Chen, W., Chan, T.W., Wong, L.H. et al. (2020)

22
This study focuses on the reading comprehension levels of Grade 6 learners in

selected elementary schools in Tanza, Cavite, Philippines.

Reading Comprehension Levels

The majority of students were found to be at the instructional reading

comprehension level based on their test results.

Influencing Factors Several were identified as having a moderate effect on

reading comprehension:

Parent Factors: There was a weak relationship between parent involvement and

reading comprehension.

Home Factors: The influence of the home environment on reading

comprehension was negligible.

Learner Factors: Individual learner characteristics also showed a negligible

relationship with reading comprehension.

Teacher Factors: Teacher- related factors were found to have a moderate impact

on students' reading comprehension levels.

Despite the varying degrees of influence, all factors considered in the study were

found to significantly affect the reading comprehension levels of 6th grade

students. The study highlights the importance of multiple factors in shaping the

reading comprehension abilities of students, indicating that while some factors

23
have a stronger influence than others, they all play a role in the overall

comprehension levels of learners.

Factors Affecting the Reading Comprehension Level of Grade VI Learners of

Selected Elementary School in the District of Tanza, Cavite. (2021, February 27).

A descriptive research design was used with a sample of 139 respondents from

Montevista District. Data was collected via a survey questionnaire and analyzed

using Pearson's correlation coefficient.

Findings highlight the importance of a supportive home environment for children's

development, with implications for educators and parents. Many learners struggle

with reading comprehension, which negatively impacts their academic

performance. The study emphasizes the need for effective teaching strategies

and parental involvement to improve reading skills. A significant relationship

exists between reading comprehension levels and academic performance,

particularly in core subjects. Reading comprehension levels were found to be

low, particularly in literal and inferential aspects. Academic performance in core

subjects was rated as "Fair," indicating room for improvement. A significant

positive correlation was found between reading comprehension and academic

performance. Limited exposure to reading materials negatively affects learners'

comprehension and academic success. Parental involvement is crucial in

fostering positive attitudes towards reading and improving academic outcomes.

Recommendations include developing comprehensive reading programs and

enhancing teacher training in reading strategies. The study underscores the need

24
for collaborative efforts among educators, parents, and school administrators to

enhance reading skills and academic performance among learners.

Education, P. and, & Anto, E. M. (2023). The Impact of Grade VI Learners’

Reading Comprehension Level on Their Academic Performance.

References

Dulpina, J., & Gamba, M. (2024). TEACHERS’ INTERVENTION IN

SUPPRESSING NON-READERS. 9, 248.

https://www.ijnrd.org/papers/IJNRD2404534.pdf

Garden, P. (2022). Vocabulary Instruction in the Early Grades.

https://files.eric.ed.gov/fulltext/EJ1367392.pdf

Gedik, O., & Akyol, H. (2022). Reading Difficulty and Development of Fluent

Reading Skills: An Action Research. International Journal of Progressive

Education, 18(1), 2022. https://doi.org/10.29329/ijpe.2022.426.2

Napa-Rodríguez, B. M. (2025). reading habit in students’ reading

comprehension. International Journal of Linguistics, Literature and Culture,

11(2), 35–42. https://doi.org/10.21744/ijllc.v11n2.2501

Okta Rianti Hasim, Yuyun Hendrety, & Ria, N. (2024). The Impact of

Listening Comprehension on Reading Comprehension: A Correlational

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Research. Journal of English Education, 2(2), 89–98.

https://doi.org/10.61994/jee.v2i2.710

Zhao, A., Zhang, X., Guo, Y., Dinnesen, M. S., Sun, S., & Xu, Y. (2025).

Exploring the roles of L1 reading, L2 proficiency, strategy use and anxiety

in L2 Reading comprehension. Journal of Research in Reading.

https://doi.org/10.1111/1467-9817.12478

“Tagapagdaloy”: How Filipino parents can help ensure successful modular

distance learning - FlipScience. (2020, October 5). FlipScience - Top

Philippine Science News and Features for the Inquisitive Filipino.

https://www.flipscience.ph/features/tagapagdaloy-modular-distance-learning/

CHAPTER 3

METHODOLOGY

This chapter presented the methods that were used in the study, we

discussed the research design, respondents of the study, research instrument,

data gathering procedure, and statistical treatment. This study determined the

Reading skills and English language performance among grade 6 pupils.

Research Design

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 This research employed a descriptive quantitative research design.

Descriptive quantitative research is a type of study that focuses on describing a

phenomenon or situation using numbers. It aims to quantify aspects of topic

being studied, such as characteristics, behaviors, or opinions of a group of

people. This type of research design uses surveys, observations, or existing data

to collect information.

Research Settings

This study will be conducted at Opol Central School. It is a friendly school

located in Poblacion Opol Misamis Oriental. It is a DepEd managed partially rural

public.

Figure 2. Map of Opol Central School

Sampling Design

This study employs Random Sampling to provide a fair representation of Opol

Central School students, avoiding bias and enabling findings to be generalized.

It enhances accuracy by minimizing researcher influence and providing diverse

participation. Random selection also reduces sampling errors, rendering the

findings more reliable.

Data Gathering Procedure

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In order to serve the target participants, the researchers have invested a great

deal of time, energy, and devotion into creating their survey forms.

Additionally, a letter of request was created by the researchers and sent to the

school. Survey forms were made by the researchers, who will also conduct pilot

testing. Pre-test and post-test pilot is a small scale trial where you can conduct

reading comprehension test to a small group of pupils before any intervention or

program. Through the result of this pilot testing we can measure the level of the

learners’ comprehension and also to improve our study to have a better result.

Scoring Procedure

Student engagement is assessed through a five-point Likert scale survey,

with average scores indicating overall engagement. This scale helps turn

personal opinions and feelings into measurable data, making it simpler to

analyze and understand the results. Test score improvements are categorized

from weak to very strong, while engagement levels are classified based on mean

ratings. This approach aims to evaluate the effectiveness of hands-on activities

on student learning and participation.

The responses were organized and counted, then presented in tables to

make it easier to analyze the data. We also made sure to apply the right scaling

to the independent variables to ensure accurate results.

Respondents of the Study

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The respondents of the study will be the grade 6 learners of Opol Central School,

in the school year 2024-2025. The overall population of learners in Opol Central

School is more or less 200.

Research Instruments

This tool will be used to measure the Reading Skills and English

Language Performance of Grade 6 students at Opol Central School. The aim of

this study is to investigate the correlation between the reading skills in reading

comprehension, vocabulary development, and fluency of the students and their

overall English language ability. Reading Skills Assessment for reading

comprehension, vocabulary development, and fluency will be measured by an

adapted research questionnaire. The average of the criteria will be computed and

converted to a 10-point scale.

English Language Performance Assessment

Statistical Analysis: Correlation Between Reading Skills & English Language

Performance

After scoring, the Pearson’s Correlation Coefficient (r) will be used to

analyze whether there is a significant relationship between the Reading Skills

Score and the English Language Performance Score. The correlation coefficient

will determine whether reading skills influence English language performance

among Grade 6 pupils.

Interpretation of Scores

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 Score Range Interpretation

61-75 Excellent

46-60 Good

31-45 Satisfactory

16-30 Needs Improvement

1-15 Poor

Validity and Reliability

The statistician edited the survey forms in review and correction and distributed

them to the respondents sampled then data collection is going to commence

Salience refers to the accuracy with which a variable is measured in a

quantitative study and the other dimension of quality in a quantitative study is

reliability, or the instrument’s inaccuracy.

Statistical Treatment of the Data

In the analysis of the data, this study utilized descriptive statistics and simple

content analysis. The research involves measuring student understanding and

engagement before and after an intervention through a structured procedure.

Data analysis will include calculating the mean and standard deviation of test

scores, along with a paired t-test to identify significant differences in

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comprehension. Engagement survey results will be analyzed descriptively using

frequency, percentage, and mean scores.

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