Reading Skills, Profile, and Challenges of Grade Two Pupils in Relation to Academic Performance: Basis for Intervention

This study entitled Reading Skills, Profile, and Challenges of Grade Two Pupils in Relation to Academic Performance: Basis for Intervention determined the reading skills, reading profile, and the most common reading challenges of pupils and their association with their academic performance. Respondents were 173 grade two pupils. Descriptive-correlative research design was used. Data were collected using the Comprehensive Rapid Literacy Assessment (CRLA) tools issued by the Department of Education. Results revealed that most of the grade two pupils in terms of sex are almost equal in number, had normal nutritional status, fathers’ occupations were mostly service workers, and most mothers were confined in their homes. The reading skills of pupils was high; reading profile was light refresher; the most common reading challenge of grade two pupils was repetition; the academic performance of grade two pupils was very satisfactory. There was no significant difference in the reading skills and sex of pupils; no significant difference in the reading skills and nutritional status of pupil; no significant difference in the reading skills and fathers’ occupation of the pupils; and no significant difference in the reading skills and mothers’ occupation of pupils. There was a significant relationship between the level of reading skills and academic performance of pupils, and no significant relationship between the number of reading challenges and academic performance of pupils.