READING PERFORMANCE

Reading Performance Level and Factors Affecting Comprehension Abilities of Junior High School Students: A Basis for Competency-Based Reading Intervention Program

Herbert L. Alindayu, Kyla A. Cristobal, Arjay L. Jose, Earldon E. Palattao, Angelica M. Panganiban, Dave V. Rivera

Bachelor of Secondary Education-English, Isabela State University-Echague

DOI: https://doi.org/10.65141/sjter.v2i1n11

ABSTRACTThis study determined the reading performance levels and factors affecting reading comprehension among Grade 10 students at Echague National High School during the school year 2024-2025, with the aim of designing a competency-based reading intervention program. Using a convergent mixed-parallel design, the researchers utilized the Phil-IRI, surveys, and structured interviews with 195 students selected through stratified sampling. Data were analyzed using frequency counts, weighted means, and Pearson’s r.
The findings revealed that the students' reading performance was at an instructional level, with linguistic knowledge, teacher support, family background, and environmental factors affecting comprehension. However, students' perceptions generally did not appear to influence their reading comprehension. A significant and negative relationship was found between reading performance levels and the effects of stress, anxiety, and reading material difficulty. Based on these results, a reading intervention program was designed to improve reading performance and address stress and anxiety, as well as ensure that reading materials align with students’ interests and abilities.

Keywords: Reading performance level, reading comprehension, word reading, competency-based reading intervention program

Cite this Paper

Alindayu, H., Cristobal, K., Jose, A., Palattao, E., Panganiban, A., & Rivers, D. (2025). Reading Performance Level and Factors Affecting Comprehension Abilities of Junior High School Students: A Basis for Competency-Based Reading Intervention Program. Student Journal of Technology and Educational Research, Vol. 2(Issue 1), 134–149. https://doi.org/10.65141/sjter.v2i1n11

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