Author

Jennifer Washington Anton*
Uma Elementary School, Upper Uma, Lubuagan, Kalinga, Philippines

Abstract

This study assessed the reading comprehension levels of Intermediate learners of Uma Elementary School and examined the factors affecting their performance. A descriptive-correlational research design was employed, involving 59 learners and three teachers as respondents. Data were collected using a survey questionnaire adapted from Legaspi (2016), alongside the Functional Literacy Assessment Tool (FLAT) and the Philippine Informal Reading Inventory (PHIL-IRI). The study focused on learner-related, language-related, family-related, school-related, and teacher-related factors that influence reading comprehension. Results revealed that most learners were 11 years old, predominantly male, and primarily spoke Ilocano or Kalinga as their first language. The ethnic composition was mainly Kalinga and Ilocano, with a majority having two or more siblings. Books were the most commonly available reading material at home. Among the factors affecting reading comprehension, language-related and student-related factors were perceived to influence learners to a great extent, while family-, school-, and teacher-related factors also contributed significantly. However, statistical analyses showed no significant differences in the extent of these factors when respondents were grouped according to profile variables. The findings highlight the importance of addressing linguistic and learner-centered challenges, particularly limited vocabulary, poor reading comprehension, and motivational issues. Implications include the need for targeted reading interventions, integration of engaging and diverse reading materials, and the promotion of supportive home literacy environments to enhance comprehension outcomes. The study contributes new knowledge regarding the interplay of multiple factors in reading development and emphasizes the necessity of holistic, context-sensitive strategies to support readers-at-risk.

Keywords: Reading comprehension, readers-at-risk, primary education, language-related factors, learner motivation, literacy development.

*Corresponding author/ Email: jennifer.anton@deped.gov.ph
DOI: http://doi.org/10.69651/PIJHSS0502906

Recommended citation:
Anton, J. W. (2026). Assessing the reading comprehension level of intermediate learners of UMA Elementary School: Basis for instructional supervision framework. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 278-294. http://doi.org/10.69651/PIJHSS0502906

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