Background of the Study

Reading is one of the major macro or primary learning skills of a person in

human development. It signifies how a person was been improved from its early

childhood up to the present. Reading comprehension is a very important language

skill to support our life in many aspects. In education sectors, reading

comprehension is an ability for the students to continually develop their skills in

various subjects. (Mantra, Widiastuti & Pramawati, 2020).

In the Philippines, reading is one of the focus on the new educational

curriculum which is the K-12 Basic Education Curriculum which has been one of the

main problems of the literacy in the country. In a recent interview by Albano, Jr.,

2019 in the Philippine Daily Inquirer. It is necessary for the DepEd to clarify this

issue, because somewhere along the way, to the detriment of our young, the agency

had evidently softened on the “zero nonreader in Grade 4” objective set in 2001 and

carried over into K-12. Base on the study of the Programme for International Student

Assessment (PISA), 2018, among 79 participating countries and economies, the

Philippines scored the lowest in reading comprehension. ISA is a worldwide study

by the Organisation for Economic Co-operation and Development that examines

students’ knowledge in reading, mathematics, and science.

Reading was the main subject assessed among 15-year old students in the

2018 PISA. The Philippines had an average reading score of 340, more than 200

points below China (555) and more than 100 points less than the OECD average

(487).

In the Philippines, boys’ and girls’ performances in reading both ranked lowest

among PISA-participating countries.

 “Reading proficiency is essential for a wide variety of human activities - from

following instructions in a manual; to finding out the who, what, when, where, and

why of an event; to communicating with others for a specific purpose or transaction,”

the summary of the PISA 2018 results reads. Therefore, the Department of

Education created a reading program which focusing not only for students whom

identified as a frustrated reader but also to enhance and improve more the students

reading literacy skills. From the former DepEd order 173, s. 2019 entitled hamon:

bawat bata bumabasa which is in support in the implementation of the k – 12

curriculums, the DepEd is continuously fulfilling its mandate responsibility to produce

productive and responsible citizens equipped with essential competencies and skills

for lifelong learning. To make every learner a proficient reader, schools across the

country are tasked to help learners develop their reading skills. And the recent

national reading program launches last august 2023 in accordance in the DepEd

Order No. 13, s. 2023. The National Reading Program: This program will "promote

literacy development from Key Stages 1 to 3." It will have two tiers: a core reading

program and a supplemental reading program. It will be held at the end of the school

year and is sustained in the regular school year.

The department of education as well as the different educational sectors in

the country trying to create an effective program which enhance the reading skills of

students. Aside from that they are also trying to point out what are the different

factors which make an impact or effect on students reading skills. Based on the

research journal published by Frontier of Psychology last September 2022, the

factors influencing students reading skills may include innate factors which found a

high correlation between intelligence traits and academic achievement for all
subjects, including reading. Next factors are the students Reading Strategies which

argued that learning strategies are very closely related to reading level and that

students’ use of learning strategies can effectively explain the differences on reading

literacy tests. Another factor is reading motivation which was found that there is a

highly significant positive correlation between the level of students’ reading

motivation and reading performance. Another is family factor that in a growing body

of research has demonstrated that family factors play a very important role in the

development of students’ reading skills. Next factor that may affect the reading skills

of a learner is Family financial situation which has been found that students’

academic performance is significantly and positively correlated with the family

financial situation. This includes also Parental educational level which also affect

student’s ability indirectly through mediating variables such as behaviors. School

factors is also considered because school is the primary place where students live

and learn in their daily education. The School climate which stated that school type,

school socioeconomic status, and classroom environment were significant predictors

of reading performance, as well as differences in the effects of gender and family

socioeconomic status on reading performance, and students in poorer schools may

not have the material conditions to satisfy their reading achievement demands and

the last one is the teacher instruction which As direct guides of students in the

learning process, teachers can directly and profoundly influence students’ learning;

however, this influence is exercised indirectly through mediating variables that affect

students’ academic performance.

This rapid problem in the reading skills of a students gives a major impact to

the quality of education in the Philippines. With regards to this, the researcher

wanted to conduct a action research which might help in finding the different factors
affecting the reading skills of students towards their academic performance as well

as the possible strategies that might a teacher, school or the department education

should do to address this different problems. This research also aims to find out if

there is significant relationship significant relationship between the strategies and

factors affecting reading skills to the performance of grade 4 learners in English. And

if there is a significant relationship between the reading skills of the students and

their academic performance in English.

The research will conduct this research at Burgos Central School with the

Grade 4 Sunflower pupils in the school year 2023-2024.

Statement of the problem

This study aims to assess the reading skills that affect the academic

performance of grade 4 learners in English

Specifically, this research seeks to answer the following questions:

1. What is the demographic profile of respondents in terms of:

a. Age

b. Gender

c. Religion

d. Language used at home

e. Q1 Grades in English

2. What factors affect the reading skills to the academic performance of

grade 4 learners in English?

a. Early literacy Skills

b. Home Environment
 c. Motivation and interest

d. Peer Influence

e. Reading Comprehension

3. What strategies help improve the reading skills to the academic

performance of grade 4 learners in English?

a. Phonics Instruction

b. Reading Aloud

c. Comprehension Strategies

d. Vocabulary Building

e. Parental Improvement

4. What is the impact of the following factors affect learner’s academic

performance?

a. Home

b. Environment

5. Is there a significant relationship between the strategies and factors

affecting reading skills to the performance of grade 4 learners in English?

6. Is there a significant relationship between the reading skills of the students

and their academic performance in English?

Objective and Aims

This study aims to assess the reading skills that affect the academic

performance of grade 4 learners in English

Specifically, this research seeks to:

1. Determine the demographic profile of respondents in terms of:

 a. Age

b. Gender

c. Religion

d. Language used at home

e. Q1 Grades in English

2. Determine the factors affect the reading skills to the academic performance of

grade 4 learners in English in terms of:

a. Early literacy Skills

b. Home Environment

c. Motivation and interest

d. Peer Influence

e. Reading Comprehension

3. Determine the strategies help improve the reading skills to the academic

performance of grade 4 learners in English

a. Phonics Instruction

b. Reading Aloud

c. Comprehension Strategies

d. Vocabulary Building

e. Parental Improvement

4. determine the impact of the following factors affecting learner’s academic

performance.

a. Home

b. Environment

5. Determine the significant relationship between the strategies and factors

affecting reading skills to the performance of grade 4 learners in English.

 6. Determine the significant relationship between the reading skills of the

students and their academic performance in English.

Significance of the study:

Vital results of this investigation could be a highly significant and beneficial

specifically to the following:

Students. This study made the student to realize and think deeper a better strategy

to enhance their reading skills and it helps them also assess their reading ability.

Researchers. This study helped them to inspire and be innovative, and appreciate

the program of Department of Education about reading program.

Future researchers. This study will serve as their basis that would help them in

conducting their own research about reading.

Teachers. They are the person who has a great contribution to this study, and this is

also beneficial to them as they will have more information on how to guide students

on the different reading strategies and in assessing them the different factors that

may affect the reading skills of the students.

School and administrators. This study will serve as their basis on adopting and

adjusting reading programs that suits on the need of the learners. This will help them

also determine the learners who needs assistance in improving their reading skills.

Community. The community is also benefited in the sense that they will help and

support the school for its development to produce more successful students.

Scope and Delimitations of the Study

 This study was conducted to find out the reading skills of the students and

their academic performance in English. This study was conducted at Burgos Central

School, Burgos, Isabela. The respondents were the Grade 4 Sunflower pupils who

are enrolled in the school year 2023-2024.

The study however was delimited to the reading skills of the students and

their academic performance in English to each particular sub-factor. The study only

focused to different strategies and factors that may affect the reading skills of pupils.

Literature Review

Overview of relevant literature

Effective reading strategies has 8 Essential Skills for Reading Success based on the

study made by Planet Spark by Kunal Malik and Maneesh Dhooper, 2021

Their different types of reading skills are First, Decoding is the ability to sound out

words children have heard before but haven’t seen written out. This is a vital step in the

reading process as it forms the foundation for other reading skills. Decoding heavily relies on

an early language skill called phonemic awareness. Phonemic awareness is the ability to

hear and manipulate different sounds into words. Children develop this awareness when

learning about syllables, words, and sounds (phonemes). Next is Phonics is the ability to

recognize the connection between sounds and letters they make. This process of mapping

the sounds in words to written words is a very important reading skill. Children first decode

the words into sounds and encode the sounds into words as they write and spell. Third is

Vocabulary. A good vocabulary is a fundamental part of academic success. This reading skill

is necessary to understand the meaning of words, their definitions, and their context. The
more words a child knows, the better they are at reading and understanding the texts they

read. Fourth is Fluency is the ability to read aloud with understanding, accuracy, and speed.

It is a skill needed for good reading comprehension. Kids fluent in reading know how to read

smoothly, at a good pace, using proper tone, and without making too many errors. Another is

Sentence construction and cohesion may seem like a writing skill, but it’s an essential

reading skill. Connecting ideas between and within the sentences are called cohesion, and

these skills are essential for reading comprehension. Next is Reading Comprehension

Understand the meaning of the text – both in storybooks and information books. In fiction

books, children imagine the characters and share an emotional and adventurous journey

with them. In non-fiction books, children gain new information, which deepens their

understanding of new topics and concepts. Reading comprehension is a complex skill that

requires time and practice to develop fully. Another is Reasoning & Background Knowledge

This skill helps the child use the background knowledge to make inferences and draw

conclusions. Most readers can relate what they have read to what they know. They can also

read between the lines to pull out the information when it’s not literally spelled out in the text.

Working Memory & Attention is also included. These skills are closely related but different

and are part of a group of abilities known as executive function. When children read,

attention helps them absorb the information from the text, and working memory allows them

to retain that information. This helps them gain meaning and build knowledge from what they

read.

There are also 4 Different Types Of Reading Techniques to improve students reading

skills. First is Skimming, sometimes referred to as gist reading, means going through the text

to grasp the main idea. Here, the reader doesn’t pronounce each and every word of the text

but focuses their attention on the main theme or the core of the text. Examples of skimming

are reading magazines or newspapers and searching for a name in a telephone directory.

Next is Scanning, Here, the reader quickly scuttles across sentences to get to a particular

piece of information. Scanning involves the technique of rejecting or ignoring irrelevant

information from the text to locate a specific piece of information. The other one is Intensive

Reading. Intensive reading is far more time-consuming than skimming and scanning as it

needs the reader’s attention to detail. It involves close reading that aims at the accuracy of

comprehension. Here, the reader has to understand the meaning of each and every word.

The other one is Extensive reading lays more emphasis on fluency and less on accuracy. It

usually involves reading for pleasure and is more of an out-of-classroom activity. It is highly

unlikely for readers to take up the extensive reading of text they do not like.

There are also 4 Common Reading Problems that a pupil may encounter. First is

Issues with decoding. Beginner readers may struggle when they meet new or unfamiliar

terms, but typically decoding becomes easier with repeated practice of reading the text out

loud. If a child continues to struggle, there may be an underlying difficulty or a physical

impairment that does not allow them to hear the sounds or see the letters. The other one is

Poor comprehension of reading skills. Some children can read like a pro but may not be able

to tell you what they have read. This indicates a problem of incomprehension. These

children may find the same difficulty when their teachers or parents read aloud. Speed is

also one, The more children read, the more they expand their vocabulary. They begin to

recognize more words by sight, enabling them to read faster. If speed is the issue with your

child, slow processing of information could be the problem. Since reading is a cognitively

demanding task, it involves holding information in the mind while continuously processing

the text. This can exhaust the children with slow processing. Such children may require extra

time to complete tasks that require extensive reading. And the other one is Mixed reading

difficulties. Mixed reading problems in kids include decoding words and difficulty with

comprehension. They have challenges when it comes to reading words, retaining

information, and understanding the text. These problems could be due to a reading disorder.

Although some kids learn slower than others, if you notice any difficulty that affects your

child’s daily life, it should be evaluated by a professional.

Theoretical Framework

The Reading Systems Framework (RSF) (Perfetti & Stafura, 2014), is such a

framework. According to the RSF, comprehension requires two main subprocesses:

word identification and word-to-text integration. Word identification refers to the

process of converting letters into sounds, combining these sounds into words, and

assigning meaning to the words being read. Reading is one of the most important

language skills that should be developed inside and outside the classroom. It is also

one of the most common ways to get information. According to Harmer, the reader

employs a number of specific skills when reading and their success in understanding

the content of what they see depends on a large extent on these specific skills. The

skills of reading are: preductive skill, extracting specific picture, getting specific

picture, extracting detailed information and discourse pattern, deducting meaning

from context

Furthermore, Yekovich in Westwood states that skilled reading is highly complex

capability involving many component processes. In short, learning reading is a

complex process that depends upon learning specific skills.

Previous research findings

On the study of Juliana Uloma Iheakanwa of Delta State University, Abraka,,

[email protected] Sunday Obro with a title of Reading Ability, Study Habits and

Students’ Academic Performance in Social Studies 2021. They said thatReading is

described as the vocalisation or formulation of words in assigning meaning and importance

to materials from another perception. Mangen, Walgermo and Brønnick (2013) described

reading as an activity whereby one looks at, evaluates, and understands written words.

Almutairi (2018) described reading as a means or mode of language and vocabulary

acquisition and development of communication and of giving out ideas and information. For

anyone to have the reading ability, there isa necessity to encourage and cheer up the reader

while reading because it is a mental action or process that requires other skills to be joined

with aptitudes like writing (composition), speaking, hearing or listening. This is supported by

Almutairi (2018) where she opined that perusing or reading as a communicative and

informative skill goes along with listening, speaking, writing and thinking.

Types of Reading

• Extensive Reading: Extensive (broad) reading has to do with much reading and for

pleasure. It is reading done at a comfortable and relaxed, easy intensity. The main

aim/objective is to read without using a dictionary after every sentence or paragraph. It is a

reading aimed to build/create eloquence,pleasure and fluency in the reading process. Some

benefits derived from extensive reading include language learning in areas like spelling,

vocabulary, grammar/ syntax and text structure, enriched writing and reading skills; the

higher pleasure of reading, different positive attitude to reading and higher possibility of

creating a reading behaviour or habit (Benwari & Ebi- Bulami, 2014, Lorna, 2015).

• Intensive Reading: Intensive reading predominantly has to do with the learning of those

features of language-syntactical and lexical, which the reader draws on in other to have the

capacity to decode or decipher messages. An intensive reading emphasises skills for

identification alternatively than for the development of vocabulary features. Reading

intensively means learners reading at length and in-depth with the aim and task that consist

of learners reading texts for satisfaction and improve overall reading skills. It then means

that motivation towards intensive reading is for academic improvement and

academic success. Academic reading is an intensive and thorough process where students

essential read and study their designated readings to transform them developmentally.

• Oral Reading: Understandably, skilful reading's most essential or main characteristics are

the speed at which text or what is read is reproduced into a spoken language (Adams,
1990). The key to oral reading articulacy or fluency is the oral translation or conversion of

text with swiftness and accuracy. Oral reading is a direct measure of phonological

segmentation and recording skill and speedy word identification and acknowledgement.

• Silent Reading: Silent reading also aid skills improvement of reading and analysing for a

purpose

(Educational purpose) as the emphasis is on understanding and grasping the content

without the extra 6 load of having to centre on pronunciation. When students silently read,

they can develop mental and conceptual pictures or connotation of the issue at hand being

read or discussed. Silent reading help and support students to develop the plans required for

reading fast and with better comprehension and subsequently success in academic work.

Use of Reading Material in the Library by Basic Secondary School Students A library may be

defined as follows; A collection of literary or scholarly books/documents or record stored for

research, reference or borrowing. It is a reservoir created to keep books (written) and non-

book (unwritten) materials and resources for reading and study. An assortment of standard

programmes and sub-routines is kept and accessible for immediate use (Aina,2012).

Whether a library is private or public, the intent of the library is the same everywhere. A

library is established to support the original body's objectives: to provide reading materials,

both printed (written) and non-printed (unwritten) materials, to the requirements of libraries

and library patrons. Noticeable amongst the highly essential services of the library is the

offering or provision of extensive and rich collections for children of all age groups. Krashen

(2002) agreed that access and contact with books and magazines are connected with higher

and improved reading performance. Many researchers are of a similar view that school,

teachers, parents, and society should provide students with access to a large amount or

measure of books to develop reading culture and interest. Okwilagwe (2001)lamented over

the scarcity of reading materials in Nigeria and narrated the book needs to University

education. Furthermore, Rosenberg (2003) said it is impossible to inspire interest,

involvement and confidence in reading without the suitable materials Oguntimehin and

Adeyemi (2004) offered the following as the aims and objectives of a school library.

• Support the teaching programmes of schools, guide students on the decision of

appropriate materials for study.

• Provision of materials resources to improve academic progress and development. Help the

pupils to cultivate skills in the usage of books, magazines and libraries.

• Acquire the appropriate books and non-books materials to meet the prerequisite of the

school

programme/curriculum.

• The library is essential; it helps guide the students in all spheres or aspects of their

academic endeavor, instill in them the desired reading culture, and provide suitable materials

to supplement classroom teaching.

• The school library, in addition, provides prospects for additional reading and utilization of

resources and materials outside the recommended classroom textbooks.

• Provides leisure materials and inspire students to read for fun.

• Encourage students to build up their power/ability of logical appraisal by exposing them to

different brands of printed and other different media combinations in the library.

On the study of Amandeep and Pathania (2015) about Study Habits of Basic Secondary

School Students the defined study habit as a determined purposeful behavioural pattern

geared towards previewing, questioning, leading and reciting to master an assignment.

Study habits are the pattern of behavior that students should adopt in the pursuit of their

studies. The magnitude to which the student is involved in everyday actions is seen as

appropriate studying exercises (e.g.,

reviewing materials and frequency of study sessions) or happening in an atmosphere

favorable to study. Suresh (2013) opined that study habits are those skills, for example,

summarizing (summing up), note-taking (jotting), outlining (description) that learners utilize to

support themselves in the resourceful learning of the materials at hand. Nagaraj and

Rajashekhar (2014) also see study habits as the routine conscious task of acquiring specific

items intended for a set standard. Habit implies a thing a person does regularly and virtually

without reasoning or thinking. Therefore, study habits are an example of behavior embraced

by learners or students to pursue academics or learning that functions as a learning tool or

vehicle. According to Amandeep and Pathania (2015), study habits are all suitably planned

and thoughtful arrangement of study that has achieved a form of regularity on the side of the

student towards understanding an academic subject. This researcher chose to define study

habits as the behavioral pattern in the form of study skills adopted by a student geared

towards academic performance. Kizlik (2011) opined that study skills, including scheduling

time, space of study, good note-taking skills, reading,

survey, questions, recite and review (KSQRR), must be practiced by students who strive to

achieve or realize academic progress. Pitan (2013) study on poor study habits as an

educational problem recommends that students embrace the steps below in developing

good study habits.Study habits play an essential role in student academic pursuit- failure or

achievement of individual student rest on his reading or study habits. Study habits are

students predisposition to learn andexplore when the occasions arise, the student’s

approach to studying, whether positively or negatively. Both study habit and students’

performance are interconnected and reliant on each other. It determines students’ academic

performance a great deal even though students come from different environments, localities

and also have different levels of students’ performance

Based on the research findings, the researcher made the following conclusions. The study

demonstrated that reading ability and study habit had a significant connection or relationship

with social studies students’ performance. Sex had no relationship with students’
performance. The study confirmed that reading ability and study habit contribute to students

performance in social studies. Furthermore, that student’s academic performance is not

based on sex but students' individual and or personal effort. More so, students who had high

reading ability and adopted effective study habits not withstanding their sex and school

location was positively high.

Methodology

Research Design

The research will use the descriptive methods of research to find out the

factors affect the reading skills to the academic performance of grade 4 learners in

English. Descriptive method is also use to determine the strategies that can help to

improve the reading skills to the academic performance of grade 4 learners in

English and the impact of home and environment as factors affecting learner’s

academic performance. According to Gay (1992: 217), descriptive research involves

collecting data in order to test hypotheses or to answer questions concerning the

current status of the subject of the study. A descriptive study determines and reports

the way things are. Descriptive research is scientific research that describes about

event, phenomena or fact systematically dealing with certain area or population.

Correlational method will also use to determine the significant relationship

between the strategies and factors affecting reading skills to the performance of

grade 4 learners in English as well as the significant relationship between the

reading skills of the students and their academic performance in English. A

correlational research design investigates relationships between variables without

the researcher controlling or manipulating any of them. A correlation reflects the

strength and/or direction of the relationship between two (or more) variables. The

direction of a correlation can be either positive or negative. (Bhandari, 2021)

Participants or Subjects

The respondents of the study are the Grade 4 pupils of Burgos Central School

who are enrolled in the School Year 2023-2024. The data of enrollment was

gathered in the Learner’s Information System of the School which is composed of

Sections Total

Sunflower 28

Instruments or tools used

The researcher will use a questionnaire to be validated by the statistician to

test the validity and reliability of each questions. The teacher will also use the second

quarter grades of the pupils to determine the significant relationship between the

strategies and factors affecting reading skills to the performance of grade 4 learners

in English and to determine the significant relationship between the reading skills of

the students and their academic performance in English.

Data Collection Methods, Procedures and protocols

Step 1: A letter of permission to conduct was presented to the principal, head

teachers and advisers of Burgos Central School for approval.

Step 2: Upon approval, the researchers floated questionnaire to the pupils to gather

the information with to find out the factors affect the reading skills to the academic

performance of grade 4 learners in English

Step 3: The data will be recorded, analyze and interpret.

Data Analysis Techniques

In this study the researcher will use the following statistical tool in order to

come up with the correct answer to the problem which was raised. Frequency count

and percentage score will be use to tally and analyze the data of the respondent’s

profile. Furthermore, the researcher will also use the weighted mean to determine

affect the reading skills to the academic performance of grade 4 learners in English.

For the computation, we will be using the following formula:

Where:

X – raw data

N – total number of factors

Weighted Mean =
∑x
N

To interpret the factors that affect the reading skills to the academic

performance of grade 4 learners in English

 Nominal Values/Verbal
Mean Numerical Value
Interpretation

4.50 – 5.00 5 Strongly Agree

3.50 – 4.49 4 Agree

2.50 – 3.49 3 Neutral

1.50 – 2.49 2 Disagree

1.00 – 1.49 1 Strongly Disagree

The Pearson Product Moment Correlation coefficient will also used to

determine the significant relationship between the strategies and factors affecting

reading skills to the performance of grade 4 learners in English and the significant

relationship between the reading skills of the students and their academic

performance in English.

Formula

∑ ( x1− x)( y 2− y )
r=
√∑ (x i−x)2 ∑ ( y2− y )2
r = correlation coefficient
x1 = values of the x-variable in a sample
x = mean of the values of the x-variable

y1= values of the y-variable in a sample

y = mean of the values of the y-variable