Author

Cherry Kate K. Dong-as*
Purok 2, Agbannawag, Tabuk City, Kalinga, Philippines

Abstract

This study examined the profile, reading proficiency, and factors influencing the performance of Grade 4–6 struggling readers in Agbannawag Central School, Division of Tabuk City. A descriptive-correlational research design was employed, with 85 struggling readers identified through the Philippine Informal Reading Inventory (Phil-IRI). Data were collected using the Phil-IRI, learner questionnaires, parent surveys, teacher checklists, and school records. The study aimed to profile struggling readers in terms of personal, school-related, home/environmental, and learner-related factors, determine their reading proficiency, and examine associations between these factors and reading performance. Findings revealed that the majority of struggling readers were in Grades 4 and 5, with most being middle-born children and showing moderate reading engagement. Many learners had limited exposure to reading materials at home and exhibited inconsistent study habits. Learner-related factors such as motivation, self-confidence, and emotional-behavioral characteristics also influenced reading performance. Phil-IRI results indicated that most learners performed at below-average levels in fluency, comprehension, decoding, and vocabulary. Chi-square analyses demonstrated significant associations between overall reading performance and certain school-related, home, and learner-related factors, including prior remedial support, study habits, teacher-observed engagement, home reading environment, access to learning materials, motivation to read, and self-confidence. Personal profile variables such as age, gender, grade level, and birth order were not significantly related to reading performance. The study provides a comprehensive understanding of the multifaceted factors affecting struggling readers and highlights the importance of tailored interventions that address both academic and socio-emotional needs. Findings can guide educators, parents, and policymakers in designing effective strategies to improve literacy outcomes for struggling learners.

Keywords: Struggling readers, reading proficiency, literacy, learner factors, elementary education, Phil-IRI.

*Corresponding author/ Email: dongascherrykate@gmail.com
DOI: http://doi.org/10.69651/PIJHSS0502917

Recommended citation:
Dong-as, C. K. K. (2026). Analyzing the reading performance of Grade 4–6 struggling readers using Phil-IRI as a basis for targeted interventions. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 469-483. http://doi.org/10.69651/PIJHSS0502917

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