Abstract
Reading is a cornerstone of academic success and lifelong learning, providing access to understanding new vocabulary, inferential ideas, and critical knowledge. In this context, this study aimed to determine the reading comprehension and academic performance of grade 7 learners. This study employed a descriptive research design using a self-made test instrument to assess the reading comprehension of 105 grade 7 learners. The results revealed that the reading comprehension of grade 7 learners is at the instructional level in literal understanding, while they are at the frustration level in inferential thinking and critical analysis. A significant difference was found in learners’ reading comprehension levels across areas when compared by sex. A significant difference was found in learners’ literal reading comprehension based on average family monthly income and distance from home to school. Moreover, a significant difference was found in the learners’ academic performance level according to sex and number of siblings. Furthermore, a significant relationship was found between the reading comprehension level and learners’ academic performance. This study calls for school heads and reading teachers to work together to implement targeted interventions to address the least mastered skills, particularly for learners at the frustration level.
Keywords: Reading comprehension, academic performance, grade 7 learners, literal understanding, inferential thinking, critical analysis