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

Abstract

This study was conducted to determine the relationship between different reading levels and academic performance. Respondents were from five selected schools in District II of Quezon City: the Melencio M. Castelo Elementary School, the San Diego Elementary School, the Benigno S. Aquino Sr. Elementary School, the Doña Juana Elementary School, and the 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. Frequency and percentage were computed to assess the respondents' reading profile. To determine the significant relationship between reading profile and academic performance, Pearson-r was used. In general, in the result of the reading profiles, the instructional level dominates the most number among the reading levels. In terms of academic performance, most of the pupils were categorized at the "satisfactory" level. There was a significant relationship in reading speed for all reading levels except for those in the Independent and Frustration levels. Teachers should be aware of their student's strengths and weaknesses of each student to maximize learning in each of them. Since learners have different styles and abilities, teachers should know their students' mental and emotional capabilities. Teachers must create innovative remedial programs. Grade I pupils must own reading materials that contain exciting stories to help them improve their reading skills, as well as vocabulary skills.