ISSN Print: 2984-8288, ISSN Online: 2984-8385

Vol. 3 No. 5, pp. 573-582, May 2025

The Relationship Between Academic Performance and

Reading Ability among Grade 7 Students
Carlos A. Buraga
Makati High School, Makati, Philippines

Author Email: [Link]@[Link]

Date received: March 12, 2025 Originality: 99%

Date revised: April 10, 2025 Grammarly Score: 99%
Date accepted: May 1, 2025 Similarity: 1%

Recommended citation:
Buraga, C. (2025). The relationship between academic performance and reading ability among grade 7 students.
Journal of Interdisciplinary Perspectives, 3(5), 573–582. [Link]

Abstract. This study addressed the issue of poor reading comprehension among Grade 7 students in the City
Division of Makati, which directly impacted their academic performance across core subjects. The research
aimed to examine the relationship between students' reading ability and academic achievement and develop
an intervention program to support struggling readers. A descriptive-correlational research design was
employed, and data were gathered from a stratified sample of students to ensure representation across
different schools. Reading ability was assessed using standardized tests, which measured decoding,
vocabulary understanding, inferencing, and overall comprehension skills. Academic performance was
measured through students' final English, Science, Mathematics, and Araling Panlipunan grades. Trained
teachers administered the assessments during scheduled sessions to ensure consistency and reliability in the
data collection process. The results revealed a significant positive correlation between reading proficiency
and academic performance. Students with higher reading comprehension consistently performed better
academically than those with lower reading skills. These findings underscore the importance of reading as
a foundational skill that impacts learning across all subjects. The study concluded that a comprehensive
reading intervention program was necessary to address literacy gaps. The program should focus on
differentiated instruction tailored to individual student needs, employ teacher-led reading strategies, and
include regular formative assessments to track progress. To ensure effective implementation, the
intervention should be integrated into the regular curriculum, supported by ongoing teacher training, and
periodically evaluated for impact. The proposed program holds the potential to enhance reading
comprehension and, in turn, significantly improve academic achievement for junior high school learners. By
addressing students' literacy challenges, this intervention could foster long-term academic success and better
prepare students for future educational demands.

Keywords: Academic achievement; Comprehension; Intervention program; Literacy skills; Student

performance.

1.0 Introduction
Teachers play a crucial role in developing students' literacy skills, which are essential for academic success.
Among these, reading comprehension is particularly critical, as it directly influences students' ability to engage
with subject content, solve problems, and think critically. Despite its importance, reading proficiency remains a
significant challenge in many educational settings, including in the Philippines. The 2022 Programme for
International Student Assessment (PISA) revealed that Filipino students scored below the minimum proficiency
level in reading, highlighting the persistent gaps in literacy that hinder their academic performance. These results
underscore the urgent need for targeted interventions to address reading deficiencies.

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0).
Research consistently shows a strong relationship between reading ability and academic achievement. Cambria
and Guthrie (2010) emphasized that reading is a key vehicle for learning, while Richards (2016) argues that
comprehension is vital for understanding texts and connecting new information to prior knowledge. However,
many students struggle with reading comprehension, especially in the Philippines. The National Achievement
Test (NAT) results from 2019 to 2023 corroborate the PISA findings, demonstrating that many Filipino students
lack the necessary reading skills to meet academic demands. These findings reinforce the need to address reading
comprehension challenges within the educational system.

2.0 Methodology
2.1 Research Design
This study used a descriptive-correlational research design to examine the relationship between reading ability
and academic performance among Grade 7 students in the City Division of Makati. This design was suitable
because it allowed the researchers to describe current reading comprehension levels without manipulating
variables and determine the strength and direction of the relationship between students' reading performance and
their overall academic performance.

2.2 Research Participants

The participants were Grade 7 students and reading teachers from the nine public high schools in Makati for the
2022–2023 school year. Stratified sampling was used to ensure representation across different reading
comprehension levels. Out of a total population of 7,416 Grade 7 students, 865 students (12%) were selected using
Slovin's formula to obtain a reliable sample size with an acceptable margin of error. The sample was proportionally
divided into three categories: Independent level (330 students or 38%), Instructional level (369 students or 43%),
and Frustration level (166 students or 19%). All 34 Reading teachers (100%) teaching English across these schools
were included as respondents for the qualitative portion of the study.

2.3 Research Instrument

To assess students' reading abilities, the study employed the Philippine Informal Reading Inventory (Phil-IRI)
Comprehension Test, a standardized tool developed by the Department of Education. Based on their
comprehension scores, the test categorized students into Independent, Instructional, or Frustration levels. A
researcher-made interview questionnaire was also developed to gather qualitative data from Reading teachers.
This questionnaire focused on challenges encountered in addressing students' reading difficulties. It underwent
face validation by experts in reading education, based on criteria such as relevance, clarity, and alignment with
the research objectives, and was refined according to their feedback.

2.4 Data Gathering Procedure and Analysis

A structured data collection process was followed to ensure accuracy and ethical compliance. Formal requests for
permission were submitted to the Schools Division Office of Makati and the school principals. After receiving
approval, orientations were conducted for students, parents, and teachers to explain the study's purpose and
procedures, emphasizing voluntary participation and the confidentiality of data. The Phil-IRI Comprehension
Test was administered during Reading classes using the Department of Education's standard protocol. Based on
their test scores, students were categorized into the three reading levels mentioned earlier. Structured interviews
with Reading teachers were conducted face-to-face, lasting approximately 15–20 minutes each. Interview
responses were recorded with consent, transcribed, and verified for accuracy. All assessment and interview data
were carefully organized, encoded, and analyzed.

Quantitative data from the Phil-IRI Comprehension Test were analyzed using descriptive statistics to summarize
reading levels and academic performance. The Pearson product-moment correlation coefficient was used to
determine the relationship between reading ability and academic performance. For qualitative data, teacher
interview responses were analyzed using thematic analysis to identify recurring themes and patterns that describe
the challenges encountered in addressing students' reading difficulties.

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2.5 Ethical Considerations
This research complied with national and international ethical guidelines, including the Declaration of Helsinki.
Approval was secured from the Schools Division Office of Makati (Protocol No. 2020-ED-045). Informed consent
forms were distributed to students and signed by their parents or guardians. Teachers also signed written consent
forms before participating. Participant confidentiality and anonymity were strictly maintained, and all
respondents were informed of their right to withdraw at any stage without any consequence. No personally
identifiable information was included in the report or analysis.

3.0 Results and Discussion

The findings of this study revealed a notable relationship between students' reading comprehension levels and
their academic performance, as measured by the Phil-IRI Comprehension Test and their General Weighted
Averages (GWA). The results indicate that students with stronger reading comprehension skills tended to perform
better academically, supporting the hypothesis that reading ability plays a crucial role in overall academic success.

3.1 Academic Performance

Table 1 presents the student-respondents' profiles in terms of academic performance as measured in their general
weighted average.

Table 1. Profile of the Student-Respondents in terms of General Weighted Average (GWA)

School Code Mean SD Interpretation
School A 86.85 5.91 Very Satisfactory
School B 85.96 6.16 Very Satisfactory
School C 87.64 4.97 Very Satisfactory
School D 86.31 4.93 Very Satisfactory
School E 87.08 5.89 Very Satisfactory
School F 86.72 6.16 Very Satisfactory
School G 87.50 6.19 Very Satisfactory
School H 87.44 5.91 Very Satisfactory
School I 87.00 6.40 Very Satisfactory
Overall 86.95 5.83 Very Satisfactory
Scale: 90% and above=Outstanding; 89%-85%=Very Satisfactory; 84%-80%=Satisfactory;
79%-75%=Fairly Satisfactory; 74% and below=Did not meet expectations (Source: DepEd order 31, S. 2012)

Table 1 summarizes the academic performance of students across the nine schools. The overall mean GWA was
86.95, categorized as "Very Satisfactory." The GWA scores were relatively consistent across the schools, with a
slight standard deviation (SD) indicating that students' scores clustered closely around the mean. School C had
the highest mean score of 87.65, while School B had the lowest at 85.97, within the "Very Satisfactory" range. The
small SD across schools suggests that student performance was uniform, with minimal score variation. Teachers
from School C attributed their students' success to well-organized lessons designed to close learning gaps,
providing a key insight into the importance of effective teaching methods. Despite the general trend of "very
satisfactory" academic performance across the schools, those with lower mean scores, such as School B, may
benefit from introducing more innovative teaching strategies and comprehensive intervention programs,
especially for students at the frustration level. The interview with teacher-respondents further emphasized the
importance of engaging students through varied teaching methods and providing adequate learning materials.
The literature supports this, with Nemenzo (2016) and Margaret and Nkem (2016) emphasizing that mastering
basic reading skills is foundational to academic success in other disciplines.

Table 2 presents the students' reading comprehension levels based on the Phil-IRI Comprehension Test, focusing
on the Independent Level. The results showed that most students performed independently, with a composite
mean of 6.85, which corresponds to a high level of reading ability where students can read and comprehend texts
without assistance. School E had the highest mean score at 6.91, while School C had the lowest mean at 6.81. The
low SD values across schools further indicate slight variation in how students scored on the test, suggesting
consistent comprehension abilities among the students at each school. The results suggest that students in the
Independent Level can read fluently, understand most of what they read, and correctly answer 90% or more of
the questions. These students typically engage deeply with reading materials and demonstrate critical thinking
skills, contributing to their strong academic performance. Teachers observed that students in this group were

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motivated, engaged in reading activities, and showed greater perseverance than those in the Instructional or
Frustration levels.

Table 2. Phil-IRI Comprehension Test of Students in terms of Independent Level

School Code Mean SD Interpretation
School A 6.90 0.32 Independent Level
School B 6.85 0.30 Independent Level
School C 6.81 0.35 Independent Level
School D 6.82 0.32 Independent Level
School E 6.90 0.32 Independent Level
School F 6.86 0.29 Independent Level
School G 6.87 0.30 Independent Level
School H 6.81 0.28 Independent Level
School I 6.82 0.32 Independent Level
Composite 6.85 0.31 Independent Level
Scale: 8.10-6.00=Independent Level; 5.99-4.31=Instructional Level; 4.30-2.40=Frustration Level

These findings align with Mohan’s (2010) assertion that applying effective reading strategies is crucial for success.
Students at the independent level are proficient in using strategies such as skimming and annotating texts, which
enhances their comprehension. It is recommended that teachers continue to integrate activities that foster these
skills to support students' growth as independent readers. In conclusion, this study's findings emphasize the
importance of reading ability in academic performance. By fostering reading skills in the classroom, teachers can
help students improve their reading comprehension and performance across all subjects. Further interventions,
especially targeting students at the Instructional and Frustration levels, may help bridge the gap in academic
achievement.

Table 3 presents the results of the Phil-IRI Comprehension Test in terms of the instructional level of the students.
The scores across all schools show slight variation, indicating similar overall reading comprehension levels.
Among the schools, School C had the highest mean score of 5.27, while School E had the lowest mean score of
5.08. The mean scores across all schools were close to each other, with low standard deviations (less than 1 unit),
reflecting homogeneity in the test results. The overall composite mean was 5.19, with a corresponding standard
deviation of 0.40497, placing the students in the "instructional level" range (4.31–5.99).

Table 3. Phil-IRI Comprehension Test of Students in terms of Instructional Level

School Code Mean SD Interpretation
School A 5.22 0.42 Instructional Level
School B 5.22 0.47 Instructional Level
School C 5.27 0.39 Instructional Level
School D 5.22 0.39 Instructional Level
School E 5.08 0.38 Instructional Level
School F 5.18 0.39 Instructional Level
School G 5.15 0.37 Instructional Level
School H 5.16 0.37 Instructional Level
School I 5.21 0.42 Instructional Level
Composite 5.19 0.40 Instructional Level
Scale: 8.10-6.00=Independent Level; 5.99-4.31=Instructional Level; 4.30-2.40=Frustration Level

At the instructional level, students can read and comprehend texts with some teacher assistance. They can use
word recognition strategies and techniques. However, they may face challenges with new or unfamiliar
vocabulary. Most students at this level demonstrate diligence and responsibility in their studies, taking time to
complete assigned tasks.

Table 4 presents the results of the Phil-IRI Comprehension Test in terms of the frustration level of students. Scores
in this category were similarly low across the schools, with the highest mean score of 3.46 observed in School E,
and the lowest mean score of 3.32 in School B. The composite mean for the frustration level was 3.38 with a
standard deviation of 0.21. Students in the frustration level have significant difficulty reading and comprehending
texts. Their reading is characterized by errors such as word substitutions, repetitions, and omissions. The
frustration level indicates that students struggle with understanding ideas from the text, particularly due to

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limited vocabulary and background knowledge. Factors such as unfamiliar words and topics that do not interest
the students contribute to these challenges.

Table 4. Phil-IRI Comprehension Test of Students in terms of Frustration Level

School Code Mean SD Interpretation
School A 3.39 0.22 Frustration Level
School B 3.32 0.20 Frustration Level
School C 3.40 0.21 Frustration Level
School D 3.33 0.21 Frustration Level
School E 3.46 0.19 Frustration Level
School F 3.34 0.20 Frustration Level
School G 3.44 0.21 Frustration Level
School H 3.37 0.25 Frustration Level
School I 3.33 0.21 Frustration Level
Composite 3.38 0.21 Frustration Level
Scale: 8.10-6.00=Independent Level; 5.99-4.31=Instructional Level; 4.30-2.40=Frustration Level

In interviews, teachers reported that students at this level often lack the vocabulary to understand the text.
Reading strategies should be taught explicitly to these students to help them improve. Cognitive strategies like
SQ3R, KWL charts, and Reading Graphic Organizers could be helpful in teaching comprehension skills such as
sequencing, story structure, and making inferences.

3.2 Relationship Between Students' Reading Comprehension Levels and Academic Performance
Table 5 examines the relationship between students' reading comprehension levels and academic performance.
Pearson's r found a high positive correlation between the two variables across all schools, with r-values ranging
from 0.88 to 0.94. The composite r-value was 0.91, indicating a strong relationship between reading comprehension
and academic performance. This positive correlation implies that students with higher reading comprehension
tend to perform better academically. Conversely, students with lower reading comprehension will likely have
lower academic performance. These findings align with previous research (Ponkshe, 2013; Bastug, 2014),
indicating that stronger reading comprehension abilities predict better academic achievement.

Table 5. Relationship between the Reading Comprehension Level and Academic Performance
Degree of
School Code r p Decision Ho Interpretation
Correlation
School A .91 High <.001 Reject Significant
School B .91 High <.001 Reject Significant
School C .89 High <.001 Reject Significant
School D .88 High <.001 Reject Significant
School E .91 High <.001 Reject Significant
School F .93 High <.001 Reject Significant
School G .93 High <.001 Reject Significant
School H .91 High <.001 Reject Significant
School I .94 High <.001 Reject Significant
Composite .91 High <.001 Reject Significant
Degree of Correlations: ± 1.00=Perfect; Between ± 0.75 to ± 1.00=High; Between ± 0.25 to ± 0.75=Moderate; Between 0 to ± 0.25=Low

3.3 Challenges Encountered

The data from Table 6 showed that most teacher-respondents (59%) agreed that students at the independent and
instructional levels demonstrated efficient study habits, allotting enough time for tasks at school and home. In
contrast, frustration-level students (29%) tended to prioritize distractions like mobile games over their reading
tasks, which significantly affected their study habits. These results highlighted the importance of developing
stronger reading habits, particularly for struggling readers, to improve academic performance. Regular reading
practices needed to be encouraged, especially for those at the frustration level. These findings were consistent with
Villanueva's (2012) assertion that systematic teaching and fostering a love for reading were essential for improving
reading proficiency. Moreover, studies have shown that regular engagement with reading materials can enhance
time management and task completion, especially in academic contexts (Bastug, 2014).

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 Table 6. Problems and Challenges Encountered by Teachers Regarding Study Habits
Recurring Responses Frequency Percentage
Independent and instructional level students allocate 20 59.00
sufficient time for reading and tasks.
Frustration level students often lack focus and prefer mobile 10 29.00
games over reading.
Students at independent and instructional levels exhibit more 4 12.00
responsibility and focus.
Total 34 100

3.4 Teachers' Perceptions on Students' Motivation in Reading Activities

As shown in Table 7, most teacher-respondents (88%) emphasized the importance of presenting reading materials
that were engaging and relatable to students' everyday experiences. Students, particularly those at the frustration
level, required additional motivation to engage in reading tasks, with incentives or relevant materials often
necessary to spark their interest. Teachers highlighted that students were more likely to engage with reading when
they saw its relevance. These findings aligned with McGinnis and Smith's (2012) research on the impact of
motivation and interest on a child’s reading ability. Motivation was crucial for reading development, and teachers
needed to adopt flexible and creative strategies to maintain student interest.

Table 7. Teachers' Perceptions on Students' Motivation in Reading Activities

Recurring Responses Frequency Percentage
Reading materials should be engaging and relevant to 30 88.00
students' lives to motivate them.
Frustrated students needed extra motivation and incentives to 2 6.00
engage in reading.
Students required further justification of the importance of 2 6.00
reading materials.
Total 34 100

3.5 Teachers' Perceptions on Students' Attraction to Reading Tasks

Table 8 shows that 47% of teacher-respondents believed students were likelier to engage with reading tasks
relevant to real-life situations. However, frustration-level students often found long texts complex to engage with
and preferred interactive, engaging materials, such as games and videos. Providing tasks relating to students'
experiences significantly improved their involvement in reading activities. Ciampa (2010) supported this,
highlighting that incorporating relatable content and e-books can increase student engagement, particularly for
struggling readers. Similarly, Ireneo (2012) found that using interactive and multimedia materials could motivate
struggling readers to engage more with the content.

Table 8. Teachers' Perceptions on Students' Attraction to Reading Tasks

Recurring Responses Frequency Percentage
Reading tasks should have been relatable and reflected 16 47.00
real-life situations.
Interactive materials increased attraction to reading, 9 26.50
especially for frustration-level students.
Frustrated students did not enjoy reading long materials. 9 26.50
Total 34 100

3.6 Teachers' Perceptions on Students' Difficulties in Reading Comprehension

As shown in Table 9, 41.2% of teacher-respondents observed that students' difficulties in comprehending reading
tasks were linked to struggles with word recognition and understanding the text. Frustration-level students, in
particular, faced challenges due to limited vocabulary, unfamiliarity with words, and difficulties in word
recognition. These issues led to frustration and hindered students’ ability to express themselves fluently. Teachers
recommended building vocabulary skills and teaching cognitive strategies such as SQ3R, the KWL chart, and
Reading Graphic Organizers to address these challenges. These strategies promote comprehension skills like
sequencing, story structure, and inference-making, which benefit not only reading comprehension but also
writing. Mohan (2010) noted that textbook reading challenges arise from factors like abstract vocabulary, complex
sentence structures, and textbooks' non-narrative nature, requiring readers to engage in deeper interpretation.
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 Table 9. Teachers' Perceptions on Students' Difficulties in Reading Comprehension (Word Recognition and Vocabulary)
Recurring Responses Frequency Percentage
Difficulty in comprehending text due to unfamiliar words 10 29.40
and a lack of vocabulary skills.
Frustration-level students struggle with reading activities 10 29.40
due to a lack of vocabulary knowledge and failure to apply
vocabulary development strategies.
Students, especially at the frustration level, have difficulty 14 41.20
with word recognition to understanding the text and need
more time and attention.
Total 34 100

3.7 Teachers' Perceptions on Students' Difficulty in Sentence Construction and Cohesion

Table 10 highlights that 59% of teacher-respondents noted that students at the independent and instructional
levels could construct sentences with minimal grammatical errors, mostly using simple, compound, and complex
sentences. However, frustrated students struggled to form basic sentences, reflecting their limited vocabulary and
grammar exposure. Teachers noted that these difficulties were influenced by a lack of vocabulary, inadequate
grammar knowledge, and insufficient writing practice. To tackle these issues, teachers recommended using guide
questions to help students stay on track and reduce misunderstandings. Sentence completion exercises and
outlining were also suggested as effective strategies. These techniques assist students in starting sentences and
identifying key ideas in paragraphs, improving their sentence construction and cohesion skills. Teachers also
emphasized the importance of mastering outlining as a reading skill. Once students grasp this skill, they can easily
identify themes in the texts they read or write, boosting their reading comprehension and writing abilities.

Table 10. Teachers' Perceptions on Students' Difficulty in Sentence Construction and Cohesion
Recurring Responses Frequency Percentage
Students under independent and instructional levels can construct 20 59.00
sentences with minimal grammatical errors, primarily in simple,
compound, and complex sentences. Frustration-level students struggle to
form even simple sentences.
Many students, particularly those at the frustration level, lack a solid 10 29.00
understanding of sentence structure, parts of speech, and grammar. Their
difficulty in constructing sentences is influenced by a limited vocabulary,
poor grammar knowledge, and lack of written exercises.
Outlining is a critical reading skill that students need to master. Once they 4 12.00
master this skill, they can easily identify themes in paragraphs they read
or write.
Total 34 100

3.8 Challenges Encountered by Teachers Regarding Students' Difficulty in Using Reading Strategies
As shown in Table 11, most teacher-respondents (88%) reported that students face frustration-level challenges in
applying reading strategies.

Table 11. Challenges Encountered by Teachers Regarding Students' Difficulty in Using Reading Strategies
Recurring Responses Frequency Percentage
Frustration-level students struggle with using reading strategies due to 2 6.00
limited experience with books, speech and hearing problems, and poor
phonemic awareness.
Teachers believe students need activities encouraging reading strategies, 2 6.00
such as annotating texts and skimming, to find the main idea.
Independent and instructional-level students apply reading strategies 30 88.00
when prompted, while frustration-level students avoid using strategies,
opting for the easiest way to finish reading.
Total 34 100

These students struggle with limited book exposure, speech and hearing problems, and poor phonemic
awareness. On the other hand, students at the independent and instructional levels successfully apply reading
strategies when prompted. Teachers emphasized the importance of engaging students in activities that encourage
the use of reading strategies, such as annotating texts and skimming for the main idea. These activities help

579
students practice and internalize effective reading strategies. Teachers also noted that consistent use of these
strategies improves students' comfort and familiarity with them, ultimately boosting their reading
comprehension. To support frustration-level students, teachers proposed a gradual, focused approach: strategies
are introduced slowly and practiced repetitively to build familiarity and understanding.

3.9 Challenges Encountered by Teachers Regarding Students' Difficulty in Concentration

Table 12 highlights that 88% of teacher-respondents identified concentration issues as a significant challenge,
particularly for frustration-level students. These students often struggle with focusing on reading tasks due to
social media, lack of interest, and short attention spans. Teachers observed that disengaged students tend to have
trouble concentrating, which is most pronounced among frustration-level readers. Additionally, 6% of
respondents noted that distance learning has exacerbated this issue. Students frequently juggle household chores
and other distractions while attempting to read, which further reduces their ability to focus. In contrast, only 6%
of teachers mentioned other distractions contributing to concentration difficulties. This shows that students face
a variety of challenges when it comes to maintaining focus during reading activities.

To tackle these challenges, teachers suggested strategies to minimize distractions and create a more engaging
learning environment. Incorporating active learning techniques, setting clear expectations, and fostering a
supportive atmosphere are key to helping students stay focused. Teachers also recommended limiting distractions
like social media and encouraging students to designate dedicated reading time to enhance concentration and
reading comprehension.

Table 12. Challenges Encountered by Teachers Regarding Students' Difficulty in Concentration

Recurring Responses Frequency Percentage
Social media, lack of interest, and short retention span contribute to 2 6.00
difficulties in concentration, especially among frustration-level students.
Students are distracted during distance learning because they must 2 6.00
manage household chores alongside their reading tasks.
Other distractions, such as multitasking and a lack of focus in reading 30 88.00
activities, can be problematic.
Total 34 100

3.10 Teachers' Perceptions on Students' Reasoning and Background Knowledge in Reading Activities
As shown in Table 13, 59% of teacher-respondents noted that independent and instructional-level students tend
to engage more with reading tasks and demonstrate strong reasoning and background knowledge. However,
frustrated students often face challenges due to their limited exposure to diverse reading genres, which affects
their ability to think critically and respond logically to reading tasks. Teachers emphasized the need to expose
these students to various genres and teach critical thinking skills to improve their reading abilities. Additionally,
teachers highlighted that schema-based pre-reading activities help activate students' background knowledge,
making them more engaged with the material. This approach boosts comprehension and helps students better
connect with the content. Schmitt (2000) emphasized the importance of prior knowledge in interpreting texts,
suggesting that readers rely on their background knowledge and past experiences to adjust their reading
expectations.

Table 13. Teachers' Perceptions on Students' Reasoning and Background Knowledge in Reading Activities
Recurring Responses Frequency Percentage
Independent and instructional students have sound reasoning and 20 59.00
background knowledge in reading tasks, as they engage more than
frustration-level students.
Frustration-level readers need exposure to different genres and 10 29.00
critical thinking skills to respond logically to reading tasks.
Schema-based, pre-reading activities help activate students' 4 12.00
background knowledge and engage them in the reading activity.
Total 34 100

3.11 Teachers' Perceptions on Students' Vocabulary Knowledge and Its Impact on Reading Comprehension
As shown in Table 14, 88% of teacher-respondents identified vocabulary limitations as a significant challenge in
students' reading comprehension. Frustration-level students, in particular, struggle with vocabulary due to
insufficient reading habits, often prioritizing social media or mobile games over engaging with English texts.

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Teachers linked these vocabulary gaps to poor reading habits, negatively affecting students' comprehension and
communication skills. Teachers suggested various strategies to enhance vocabulary development to address this
issue, such as using flashcards, word games, and pronunciation guides. These activities help make vocabulary
learning fun while aiding students in retaining and applying new words. Furthermore, teaching students about
root words, prefixes, and suffixes can significantly expand their vocabulary. Flannigan and Greenwood (2007)
emphasized the importance of considering students' needs when teaching vocabulary

Table 14. Teachers' Perceptions on Students' Vocabulary Knowledge and Its Impact on Reading Comprehension
Recurring Responses Frequency Percentage
Frustration-level students lack a good command of the language due 30 88.00
to insufficient reading time, preferring social media or mobile games
over reading.
Internet colloquial expressions and limited reading time further 4 12.00
hinder students’ vocabulary development.
Total 34 100

3.12 Teachers' Perceptions on the Adequacy of Reading Materials for Students

As shown in Table 15, 88% of teacher-respondents expressed concerns about the adequacy of available reading
materials. They observed that students often do not engage with books unless required, and the books available
do not match students' interests. Additionally, some materials were inappropriate for students' reading levels,
further hindering their engagement. Teachers recommended providing differentiated reading materials tailored
to students' interests and reading abilities to address these concerns. Francisco (2013) emphasized that regular
exposure to various genres can help students develop their reading skills. Offering engaging materials that are
appropriately leveled can motivate students to read more and become more involved in reading activities.

Table 15. Teachers' Perceptions on the Adequacy of Reading Materials for Students
Recurring Responses Frequency Percentage
While books are available in the library, students rarely read unless 30 88.00
required, and the available books do not align with their interests.
Some reading materials are not suitable for the students' reading level. 4 12.00
Total 34 100

4.0 Conclusion
This study aimed to examine the relationship between reading comprehension levels and academic performance
among Grade 7 students in the nine public high schools of the Division of Makati during the School Year 2022–
2023. The findings revealed a clear connection: students with higher reading comprehension skills achieved better
academic outcomes, while those with lower reading proficiency faced significant challenges across various
subjects. These results highlight the critical role that reading comprehension plays in academic success. The study
also identified persistent reading difficulties, with a notable proportion of students classified at the Frustration
and Instructional levels. Teachers emphasized key challenges, including a lack of study habits, low motivation to
read, and limited application of effective reading strategies. These difficulties were particularly pronounced
among students at the frustration level, indicating the need for targeted support. This underscores the importance
of improving teaching practices and developing structured intervention programs tailored to struggling readers.

In response to these findings, the study proposes a Comprehensive Reading Intervention Program to address
these gaps. The program would include targeted strategies for students at various reading levels, incorporating
personalized reading plans, motivation-building activities, and teacher training on evidence-based reading
interventions. Such a program has the potential to enhance both reading comprehension and overall academic
performance significantly. For future research, it is recommended that long-term studies be conducted to assess
the sustained impact of reading interventions. Additionally, experimental studies exploring technology
integration into reading instruction could provide valuable insights into enhancing student engagement.
Expanding the research to include other grade levels or divisions would offer a broader perspective on the
effectiveness of reading programs and contribute to improving literacy policies.

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5.0 Contributions of Authors
The author conceptualized the study and was responsible for writing, editing, supervising the research, and interpreting the data. Additionally, the author handled data analysis, encoding,
statistical interpretation, the development of the research instrument, and the data gathering process.

6.0 Funding
This research was self-funded and did not receive financial support from any external funding agency. The study was conducted in the Schools Division Office of Makati’s ongoing efforts
to enhance literacy programs among Senior High School students.

7.0 Conflict of Interests

The author declares no conflict of interest.

8.0 Acknowledgment
The researcher extends sincere appreciation to the Schools Division Office of Makati for facilitating data collection and to the participating schools, teachers, and students for their cooperation
and willingness to contribute to this research.

9.0 References
Baştuğ, M. (2014). Comparison of reading comprehension with respect to text type, grade level, and test type. International Online Journal of Educational Sciences, 6(2), 236–247.
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Cambria, J., & Guthrie, J. T. (2010). Motivating and engaging students in reading. New England Reading Association Journal, 46(1), 16–29. [Link]
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