Abstract
This study examined the relationship between reading level, as measured by the Philippine Informal Reading Inventory (Phil-IRI), and the English academic performance of Grade 6 learners in a large school division in Central Philippines during the Academic Year 2025–2026. Reading proficiency remains a critical foundation of language learning; however, many intermediate learners continue to struggle with comprehension, which may adversely affect their performance in English. A quantitative research design employing descriptive, comparative, and correlational approaches was utilized in the study. The respondents consisted of 379 Grade 6 learners who did not meet the required proficiency level in the Phil-IRI group screening assessment. Data were gathered using the Phil-IRI tools for oral reading, silent reading, and listening comprehension, a researcher-developed demographic profile questionnaire, and learners’ English academic records. Statistical analyses included frequency counts, weighted means, independent samples t-tests, and Pearson product–moment correlation coefficients. Results revealed that the learners demonstrated proficiency in oral reading but were generally at the frustration level in silent reading and listening comprehension. The learners’ overall English academic performance was found to be satisfactory. Significant differences in reading level and English performance were observed across groups of parents with the highest educational attainment. In contrast, no significant differences were observed when learners were grouped by sex or distance from home to school. Moreover, a statistically significant relationship was established between learners’ reading level and their English academic performance. The findings underscore the importance of strengthening reading comprehension skills, particularly in silent reading and listening comprehension, to improve English achievement among intermediate learners. The study further highlights the need for targeted reading intervention programs and increased parental involvement to support learners’ literacy development and overall academic performance.
Keywords: Grade six learners, english performance, reading level