LINGUISTIC FACTORS AFFECTING THE READING PERFORMANCE OF PRIMARY GRADE LEARNERS AND THEIR COMPREHENSIVE RAPID LITERACY ASSESSMENT (CRLA)-BASED READING LEVELS: FOUNDATIONS FOR AN ENHANCED READING PROGRAM

Linguistic factors have played a crucial role in shaping the reading performance of primary grade learners, yet their relationship with Comprehensive Rapid Literacy Assessment (CRLA)-based reading levels remains underexplored. This study examined these factors as foundations for an enhanced reading program. This study aimed to determine the linguistic factors affecting the reading performance of primary grade learners and their CRLA-based reading levels in Cabangan and San Felipe Districts, Schools Division of Zambales, during School Year 2024-2025. A quantitative descriptive design was used, involving 115 primary grade teachers, 115 home reading facilitators, and 115 primary grade learners, selected through total population sampling. The research instruments yielded high reliability: α = .96 (teachers’ perceptions), α = .94 (home reading facilitators’ perceptions), and α = .91 (CRLA-based reading levels). Teachers frequently observed linguistic factors, including language exposure, phonological awareness, vocabulary development, and linguistic support. Home reading facilitators always observed language exposure and frequently observed other factors. CRLA results classified learners as transitioning readers. No significant difference emerged between teachers' and home reading facilitators' perceptions. A weak positive correlation existed between teachers' perceptions and CRLA-based reading levels, while a moderate positive correlation was found between home reading facilitators' perceptions and CRLA-based reading levels. An enhanced reading program was drafted to improve linguistic factors and reading proficiency. Linguistic factors frequently influenced reading performance. Learners remained at the transitioning reader level, necessitating intervention. A stronger correlation existed between home reading facilitators' perceptions and CRLA-based reading levels. This study provided empirical evidence on linguistic factors influencing primary grade learners' reading performance, supporting the development of an enhanced reading program.