The Reading Level Of Grade 7 Students And Academic Performance: A Basis For A Proposed Reading Intervention For Struggling Readers

Abstract

INTRODUCTION

Reading is an essential factor in any learning process. Yet, it is one of the major problems of Naic Coastal National High School. With the growing number of struggling readers, comes a bigger problem in the different subject areas. Thus, this paper explored the predictability of the Grade 7 students' academic performance through their reading ability which will then be used as a baseline in developing a reading intervention program of the school.

METHODS

The descriptive-correlation design was used to determine the relationship between academic performance and the reading level of the Grade 7 students of Naic Coastal National High School. The researcher-made questionnaire and interviews were also used in soliciting the views of the participants. The research sample consisted of 298 grade 7students.

RESULTS

The research showed that 42.95 % of the grade 7 students fall under the frustration level, 49. 66 % are instructional, and only 7.38 % are independent readers. In terms of their academic performance, only 17 % passed their first periodical test in English. The results also showed that the relationship between the level of reading and academic performance is significant.

DISCUSSIONS

The results demonstrate the need for a reading intervention program in Naic Coastal National High School. Academic performance will most likely improve while the reading level progresses. This study, therefore, raises further research question on the different methods of how the students could improve their reading levels.