Reading Levels and Their Relationship with the Academic Performance of Grade I Pupils of District II, Quezon City

Abstract

This study was conducted to determine the relationship of the different reading levels to the academic performance where respondents were from selected five schools in District II of Quezon City namely Melencio M. Castelo Elementary School, San Diego Elementary School, Benigno S. Aquino Sr. Elementary School, Doña Juana Elementary School, and Commonwealth Elementary School. A total of 472 grade I pupils participated as respondents of the study. The descriptive method was used in this study. By using this method, data were gathered using the adapted and validated reading comprehension test of PHIL IRI.

To assess the reading profile, frequency and percentage were utilized. To determine the significant relationship between reading profile and academic performance Pearson-r was used. In the general result of the reading profiles, the Instructional level dominates the most number among the reading levels. In the academic performance, most of the pupils were categorized at a satisfactory level. There was a significant relationship in the reading speed to all reading levels except Independent and Frustration. Teachers should be aware of their student’s strengths and weaknesses of each student in order to attain maximum learning in each of them. Since learners have different styles and abilities, teachers should know their students’ mental and emotional capabilities to enrich them and strengthen these capabilities to grow. Teachers must create innovative remediation programs. Grade I pupils, must own a booklet containing helpful and interesting reading content to help them grow in reading and to improve their reading skills as well as vocabulary skills.