Abstract
Reading is a fundamental life skill essential across all disciplines, enabling individuals to derive meaning from text and solve real-life problems. This study aimed to identify factors affecting the reading comprehension of Grade 6 pupils about their English academic performance in a large school division in Central Visayas during the 2020-2021 school year. Using descriptive research, data were collected from 30 officially enrolled Grade 6 learners through a validated, self-developed instrument. The findings revealed that various factors significantly influenced students’ reading comprehension. Notably, students were not reliant on the internet or television for learning English and showed little interest in using online resources. Some teachers were observed to lack engagement in assisting low-performing students and often skipped post-assessment discussions. Additionally, students reported minimal parental support in managing their time at home. Despite these influences, the study found no significant differences in reading comprehension when students were grouped according to profile variables. Furthermore, there was no significant relationship between the extent of the identified factors and learners’ academic performance in English. Based on these findings, the study recommends further research to explore strategies for increasing student engagement with online learning tools, improving teacher support for struggling learners, and enhancing parental involvement in time management. These efforts aim to support the development of reading comprehension and improve academic outcomes in English.
Keywords: English language, academic performance, intermediate learners, teading comprehension skills