READING SPEED AND READING COMPREHENSION OF LEARNERS IN SCIENCE-RELATED READING SELECTION

Reading is essential for understanding science concepts. Reading comprehension affects the knowledge gained from reading selections, and so does science knowledge when learners are unfamiliar with the material being read. This study investigated the reading speed and reading comprehension among Grade 8 learners using science-related reading selections. The research employed a descriptive-comparative design to analyze learners’ reading performance about sex and socio-economic status. Data were gathered through a researcher-made test. Results indicated that learners exhibited average reading speeds when considered as a whole and when grouped by sex or socio-economic status. The findings of this study highlighted that learners in the same grade level have the same reading speed, and that reading speed should not be a basis for understanding the learner. The results also revealed no significant difference in reading speed across sex and socio-economic status. In terms of reading comprehension, female learners have an average level of reading comprehension. In contrast, male learners have a lower level of reading comprehension, revealing a significant difference between the sexes. On the other hand, those in poor socio-economic status have poor reading comprehension, while those in higher socio-economic statuses have average reading comprehension, revealing a significant difference across socio-economic statuses. These findings underscored the need for targeted interventions, particularly for male learners and those from lower socio-economic backgrounds. As a response, intervention program to enhance science reading comprehension is recommended. Science reading materials must also be available to learners in schools and at home to improve their reading speed and comprehension.