Oral Reading Performance and Language Subject Achievement among Grade 3 Learners

Abstract

Reading assessment provides a basis for identifying learners’ instructional needs and examining their achievement in language subjects. This study examined oral reading performance and language subject achievement among 32 Grade 3 learners at Hinakpan Elementary School, Guihulngan City, Negros Oriental, during school year 2024–2025. A descriptive correlational documentary design analyzed learner profiles, Philippine Informal Reading Inventory worksheets, and achievement summaries in English, Filipino, and Mother Tongue. Frequencies, percentages, means, and sample standard deviations described the cohort and its performance, while six Pearson coefficients from the study’s statistical summaries described reading–achievement associations. English word-recognition accuracy averaged 64.75% (SD = 25.63), and comprehension averaged 33.13% (SD = 28.56). Filipino word-recognition accuracy averaged 88.23% (SD = 11.05), and comprehension averaged 65.63% (SD = 31.18). Seven learners (21.88%) obtained English grades below 75; all learners obtained grades of at least 75 in Filipino and Mother Tongue. Positive correlations ranged from .449 to .541 for English oral reading and from .485 to .598 for Filipino oral reading. The findings indicate varied reading needs within the cohort and support integrating word recognition and comprehension instruction into language learning. A proposed eight-week intervention combines explicit word instruction, supported passage reading, vocabulary development, comprehension activities, and progress monitoring. The study provides a school-level basis for differentiated instruction and subsequent evaluation of the proposed intervention.