CORRELATES TO THE READING LEVELS OF GRADE 3 STUDENTS: BASIS FOR AN INTERVENTION PROGRAM

Filipino reading proficiency is crucial for academic success and a cornerstone of lifelong learning. Thus, this study determined the reading levels of the Grade 3 students in the District of Gandara II, Schools Division of Samar, during the school year 2022-2023 as the basis for an intervention program. However, recent data garnered from the survey results paints a concerning picture. Grade 3 students exhibit a wide range of reading abilities, with some demonstrating independence while others require significant support and others struggling with both silent and oral reading. This alarming achievement gap necessitates a deeper understanding of the factors influencing Filipino reading skills in this specific student population. This study, which employed a quantitative approach, aimed to identify these key influences and pave the way for the development of targeted intervention programs to ensure all students flourish in their Filipino reading journey. The study identified several key influences. At home, parental support for reading activities has the strongest positive impact. Within schools, well-structured reading corners significantly improve reading, while existing programs like reading clinics and multimedia resources have less impact. Socioeconomic factors played a moderate role, with family support for reading contests being more influential than funding for reading facilities. Looking at individual factors, regular attendance, access to reading materials at home, and a positive attitude towards reading all correlate with strong silent reading skills. Interestingly, only a positive attitude towards reading showed a significant correlation with strong oral reading skills. It is important to note that while there are statistically significant relationships between factors affecting reading levels and students’ reading levels for both silent and oral reading in Filipino, the connections are generally weak. This suggests these factors may have a slight influence, but the effect might be small. These findings inform strategies for improvement. Encouraging parental support at home, creating inviting reading corners in classrooms, and fostering positive attitudes towards reading through activities and discussions are all promising approaches. The study also highlights the need for further research to understand the weak connections identified and explore other factors influencing Filipino silent and oral reading skills.