Reading Comprehension Skills of Learners Among Medium Schools: A Basis for A Reading Enhancement Plan

Abstract

This study assessed the reading comprehension skills of Grade 2 learners in the medium schools of Rizal District, Cagayan, during the School Year 2024-2025, as a basis for a reading enhancement plan. Utilizing a descriptive-correlational-comparative design, data were gathered from 81 pupils using a profile survey and the Comprehensive Rapid Literacy Assessment (CRLA). Findings revealed that the majority of learners, predominantly 7-year-old females from Malaueg-speaking, low-income families, were "Grade Ready" in word recognition and sentence reading and were "Reading at Grade Level" in fluency and comprehension. However, a significant number still required support as "Light Refreshers." Statistical analyses identified a significant relationship between reading skills and specific home factors: a mother's educational attainment and the availability of reading materials influenced word-level skills, while a father's educational attainment impacted reading fluency and comprehension. Notably, no significant difference was found between the comprehension levels of the two schools. The study concludes that while instructional practices are generally effective, targeted support is needed. Consequently, a reading enhancement plan is proposed, focusing on differentiated instruction, parental engagement workshops, and the strategic integration of local language to bolster foundational and comprehensive reading skills.