Author

Maryshin D. Ngayaan*
Lower Lubo, Tanudan, Kalinga, Philippines

Abstract

This study examined the reading performance of Grade 1–3 students in the Western Tanudan District, Schools Division of Kalinga, utilizing the Early Grade Reading Assessment (EGRA) findings for the School Year 2022–2023. Employing a descriptive documentary research design, the study examined consolidated EGRA reports across schools to determine learners’ proficiency levels in eight core reading components, namely orientation to print, letter name knowledge, letter sound knowledge, initial sound knowledge, familiar word reading, inverted word reading, oral reading fluency and comprehension, and dictation. The results showed that most students demonstrated sufficient early literacy readiness by performing at the autonomous level in fundamental reading abilities such orientation to print and letter name recognition. Nonetheless, the majority of students continued to perform at the instructional level in decoding, oral reading fluency, comprehension, and dictation, and a significant portion demonstrated frustrated performance in tasks involving the reading and writing of inverted words. Variations in reading achievement were also noted amongst schools, indicating variations in the district’s levels of learner support and instructional needs. Overall, the findings show that although learners have a solid foundation in literacy, many have not yet advanced to independent reading proficiency, especially when it comes to higher order reading and writing abilities. Based on these results, the study suggested PROJECT LAPIS (Lighting A Path to Intensified Support), a data-driven, school-based reading intervention program intended to improve decoding, fluency, comprehension, and writing abilities through focused instruction, teacher capacity building, and community involvement. In order to bridge early literacy deficits and help students advance toward autonomous and competent reading, the study highlights the significance of long-term, assessment-guided interventions.

Keywords: Early Grade Reading Assessment (EGRA), reading performance, decoding, oral reading fluency, reading comprehension, reading intervention, PROJECT LAPIS.

*Corresponding author/ Email: maryshin.diwag@deped.gov.ph
DOI: http://doi.org/10.69651/PIJHSS0502920

Recommended citation:
Ngayaan, M. D. (2026). Reading comprehension analysis on the early grade reading assessment in Western Tanudan District. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 510-519. http://doi.org/10.69651/PIJHSS0502920

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