Reading Competencies of Learners

Abstract

This study aimed to assess learners’ reading competence and its impact on their academic performance at Mabini Central Elementary School during the School Year 2025–2026 in one of the districts in the Negros Island Region. This study aligns with Sustainable Development Goal 4: Quality Education, which promotes inclusive and equitable education. To determine the 114 respondents from the two sections, purposive sampling was used through a standard questionnaire. Frequency count, percentage, independent-samples t-test, and Pearson’s r were used as statistical tools, with the Statistical Package for the Social Sciences (SPSS) software utilized to analyze the data. The results revealed that the majority of respondents were female learners, had fewer siblings, had parents with lower educational attainment, and came from families with lower monthly income. In terms of reading competence, learners demonstrated an independent level, with Literal Comprehension obtaining the highest performance among the four areas assessed. The learners’ reading competence when grouped according to sex, number of siblings, parents’ educational attainment, and family monthly income remained at an independent level, with Literal Comprehension obtaining the highest mean among the areas. Furthermore, the comparative analysis showed that that Literal Comprehension, Critical and Evaluative Reading, and Application and Integration was significant only to the number of siblings. With these results of the study could offer valuable insights to school leaders, educators, parents, and other individuals involved in education, assisting them in designing programs based on evidence that help improve students' reading competencies.