Downloads: 2
Original Research | English Language and Literature | Volume 15 Issue 7, July 2026 | Pages: 1905 - 1917 | Philippines
Reading Proficiency and Challenges of Grade V Learners: Towards a Structured Reading Program
Abstract: This study determined the reading proficiency of Grade V learners in Pe?afrancia Elementary School, Buhi North District, Schools Division of Camarines Sur, as the basis for a structured reading program for School Year 2025 to 2026. An explanatory sequential mixed-methods design was employed involving 49 Grade V learners. Reading proficiency was determined using Phil-IRI pre-test results, while a validated researcher-made questionnaire measured physiological, environmental, and technological challenges. Data were analyzed using weighted mean, ranking, and Spearman's Rank Correlation Coefficient. Results revealed that most learners performed below grade level. Technological challenges obtained the highest mean, followed by environmental and physiological challenges. Significant inverse relationships were found between reading proficiency and all identified challenges (p < 0.001). Based on the findings, Project BUHI was developed to strengthen learners' reading proficiency through structured intervention. The study concludes that reducing identified barriers and implementing targeted reading interventions can improve learners' reading performance and independent reading habits. Findings revealed that only 22 learners achieved grade-level reading proficiency, while the majority were below expected levels, indicating widespread difficulties in fluency and comprehension. The overall extent of challenges was rated as To a large extent (3.858), with technological factors identified as the most significant, followed by environmental and physiological factors. Results further showed a strong and significant inverse relationship between reading proficiency and the identified challenges (p < 0.001), with technological challenges exhibiting the strongest association. Based on these findings, Project BUHI (Building Understanding and Habits in Independent Reading) was developed as a structured intervention program to address identified gaps. The study concludes that most learners experience significant reading difficulties influenced largely by technological and environmental factors, and that reducing these barriers is essential in improving reading proficiency and fostering independent reading skills.
Keywords: Reading Proficiency, Grade V Learners, Phil-IRI, Reading Intervention, Structured Reading Program, Literacy Development
How to Cite?: Carla S. Atanante, "Reading Proficiency and Challenges of Grade V Learners: Towards a Structured Reading Program", Volume 15 Issue 7, July 2026, International Journal of Science and Research (IJSR), Pages: 1905-1917, https://www.ijsr.net/getabstract.php?paperid=SR26720160134, DOI: https://dx.doi.org/10.21275/SR26720160134