READING COMPREHENSION LEVELS AND ACADEMIC PERFORMANCE IN ENGLISH OF GRADE 6 LEARNERS: FOUNDATIONS FOR AN ENHANCED READING COMPREHENSION PROGRAM

Reading comprehension is a vital skill that significantly impacts academic performance. This study assessed the reading comprehension levels and academic performance in English of 535 Grade 6 learners from five public elementary schools in the Masinloc District, Schools Division of Zambales, during School Year 2024-2025. Using a quantitative-descriptive, causal-comparative, and correlational research design, the study utilized a validated researcher-designed questionnaire with high reliability (Cronbach’s Alpha: .93 for reading comprehension and .92 for academic performance). The learners, primarily aged 11, female, and from low-income families, demonstrated instructional reading ability in literal and inferential comprehension but were at a frustration level in evaluative and applied comprehension. Their academic performance in written works, performance tasks, and quarterly assessments was rated as satisfactory. Significant differences were observed in reading comprehension based on age and time spent reading at home, while no significant differences were found concerning sex, monthly family income, or the educational attainment of reading facilitators. Additionally, a strong positive correlation was found between reading comprehension levels and academic performance in English, highlighting the critical link between literacy skills and academic success. These findings served as the foundation for the development of an Enhanced Reading Comprehension Program aimed at improving learners’ reading skills and academic outcomes in English, addressing specific areas of difficulty, and fostering a supportive environment for literacy development.