Factors Affecting the Reading Performance of Grade 3 & 4 Multi-Grade Learners in Pudtol District: Basis for a Reading Program

This study investigated the factors affecting the reading performance among Grade 3 and 4 learners in multi-grade classes in the upper barangays of Pudtol District. The central problem addressed was the persistent low reading performance among multi-grade learners, particularly those at the frustration level based on Philippine Informal Reading Inventory (Phil-IRI) results. Using a descriptive-correlational research design, the study gathered data from four multi-grade elementary schools, focusing on learner, teacher, home, and environmental factors influencing reading outcomes. Findings revealed that among the variables examined, learner-related factors, particularly the frequency of reading at home, had the most significant impact on reading performance. Results indicated that learners often lack regular reading habits, which may stem from motivational gaps, distractions, or an absence of structured routines. Additionally, home-related factors, such as limited parental involvement, were found to contribute negatively to students' reading habits and overall motivation. Based on these findings, the study recommends the development of a reading program that addresses behavioral and motivational barriers, includes the provision of developmentally appropriate reading materials, and actively involves parents or family members in home-based reading instruction. Such an approach is expected to foster a more supportive reading environment and cultivate a more positive attitude toward reading among learners.