Reading Comprehension Skills and Academic Performance of Intermediate Learners in English at Pansiguan Integrated School

Abstract

This study assessed the reading comprehension skills and academic performance of intermediate learners in English at Pansiguan Integrated School for School Year 2025-2026. It utilized a descriptive-correlational design involving 33 Grade 4 to Grade 6 learners. Data were gathered using learner profile information, a reading comprehension skills instrument, Philippine Informal Reading Inventory (Phil-IRI) results, and first-quarter English grades. Frequency, percentage, mean, and Pearson product-moment correlation were used to analyze the data. Results showed that most learners came from households where parents had completed high school, 58% studied with parental supervision, and all learners reported studying less than one hour daily. Learners demonstrated very good performance in phonetic awareness (M = 4.53) and phonics (M = 4.82), good performance in decoding (M = 4.06) and word identification (M = 3.96), and fairly good performance in fluency (M = 3.40), vocabulary (M = 3.40), and communication (M = 4.02), with an overall mean of 4.03. Phil-IRI results indicated that 48% were independent readers, 25% were instructional readers, and 27% were frustration readers. Academic performance in English was generally favorable, with 49% attaining Very Satisfactory performance and no learner falling below expectations. Correlation results showed no significant relationship between reading comprehension skills and profile variables, and a weak negative, non-significant relationship between reading comprehension skills and English academic performance (r = -0.130, p = 0.472). Based on the findings, a Reading Comprehension Enhancement Program was proposed to strengthen fluency, vocabulary, comprehension strategies, parental support, guided reading, and progress monitoring.