Word Recognition Level and Comprehension Skills of Grade 7 Struggling Readers at Dulag National High School

Reading is fundamental to all forms of learning. Therefore, it is essential for educators to evaluate their students’ reading skills to identify and address any challenges early on. This study focused on enhancing the reading proficiency of Grade 7 students at Dulag National High School during the 2018-2019 academic year by examining the levels of word recognition and comprehension among struggling readers. Utilizing a descriptive-developmental approach, the research employed content-validated assessments for data collection. Participants were selected from a previously identified group of Grade 7 struggling readers based on school records. The findings indicated that while the students were generally classified as having a “High Level” of word recognition, many exhibited deficiencies in fluency and speed. They were responsible for a significant number of reading errors, particularly in the areas of “mispronunciation” and “omission.” Additionally, the students were assessed as having a “Low Level” of reading comprehension. The results suggest that these learners require support in both word recognition and comprehension skills. Consequently, a prototype of instructional materials aimed at improving reading is proposed as an intervention based on these findings.