Factors Affecting The Reading Skills Of Grade 4 Learners: A Basis For A Reading Intervention Plan

Abstract

This study assessed the factors affecting the reading skills of Grade 4 learners at Casambalangan Elementary School, Sta. Ana, Cagayan, for the School Year 2024-2025, as a basis for a reading intervention plan. Utilizing a descriptive-correlational design, data were gathered from 119 pupils through a survey questionnaire and their Phil-IRI pre-test results. Findings revealed that the majority of learners, predominantly 10-year-old females from homes where parents are high school graduates with low income and Ilocano is the primary language, are at the Frustration Level in reading. The learners identified the home environment, school/instructional environment, and cognitive factors as significant influences on their reading skills. Statistical analysis using Pearson Product-Moment Correlation showed a significant relationship between the learners' reading skills and their parents' educational attainment, as well as the school/instructional environment. However, no significant relationships were found with other profile variables or the home and cognitive factors. The study concludes that a multi-faceted approach targeting both the school environment and empowering parents is crucial. Consequently, a comprehensive reading intervention plan is proposed, focusing on structured classroom instruction, teacher training, parental literacy workshops, and targeted support for struggling readers to holistically address the reading challenges.