Reading Speed, Accuracy, and Performance of Learners in English

Abstract

This study determined the levels of reading speed, reading accuracy, and academic performance in English among Grade 3 learners and examined the relationships among these variables in one of the large public elementary schools in the Schools Division of Bacolod City during the School Year 2025–2026. Using a quantitative descriptive-correlational design, data were collected from 113 Grade 3 learners selected through stratified random sampling using a researcher-made profiling questionnaire, the Comprehensive Rapid Literacy Assessment (CRLA), and the learners' English class records. The findings revealed that the learners were generally classified as Transitioning Readers in terms of reading speed and achieved a Very Satisfactory level of academic performance in English. No significant relationship was found between reading speed and reading accuracy or between reading speed and academic performance. However, reading accuracy showed a strong significant relationship with academic performance, indicating that learners with fewer reading miscues performed better in English. The study concludes that reading accuracy is a stronger predictor of academic performance than reading speed and recommends implementing targeted reading interventions, continuous assessment of reading skills, and strengthened collaboration among teachers, parents, and school administrators to improve learners' literacy development and academic achievement.