FACTORS AFFECTING THE READING PERFORMANCE OF LEARNERS: INPUT FOR A AN IMPROVED READING PROGRAM

This study identified the factors affecting the reading performance of Grades 1 to 3 learners in the schools of Special Education Needs and Disabilities (SEND) Cluster of Lower Calanasan, Apayao, specifically in Sabangan, Naguilian Norte, and Don Roque Elementary Schools. It examined learner and teacher profiles, factors influencing reading as assessed by teachers, the Apayao Literacy Engagement and Advancement Program (LEAP) results, and the relationships among these variables. A descriptive-correlational design was used, involving 66 learners and 6 teachers through total enumeration. Data were collected using a validated questionnaire and LEAP post-assessments, then analyzed using descriptive statistics, Pearson’s r, and chi-square tests. Findings showed that for every ten learners, 5 were at frustration level, 4 at instructional, and 1 non-reader. Instructional methods, learning resources, and home literacy significantly affected reading performance; teacher age and experience were also correlated.