Abstract
This study examined the reading comprehension levels of Grade 5 learners in selected schools in Negros Occidental as the foundation for a proposed Enhancement Plan. Using a descriptive‑correlational design, the research assessed learners’ performance across literal, inferential, and critical comprehension domains through standardized tests, teacher-made questionnaires, and classroom observations. Demographic and socio-economic variables, together with instructional practices, were analyzed to determine their relationship with comprehension outcomes. Results revealed that learners demonstrated relative strength in literal comprehension, indicating their ability to recall and recognize explicit information from texts. However, they encountered significant challenges in inferential comprehension, which requires drawing conclusions and making predictions, and in critical comprehension, which involves evaluating ideas and forming judgments. Socio-economic background and parental involvement emerged as significant factors influencing reading performance, while gender differences were minimal. Instructional strategies were found to rely heavily on traditional, teacher-centered approaches, highlighting the need for more interactive, learner-centered, and differentiated methods. The findings underscore the importance of scaffolded activities that gradually build higher-order comprehension skills, the integration of culturally relevant and disaster-resilient texts, and the strengthening of home-school collaboration through parental engagement modules. The proposed Enhancement Plan incorporates these elements to support learner development and equip teachers with responsive strategies. By addressing both instructional and contextual factors, this study contributes to the growing body of literature on reading pedagogy and offers practical insights for curriculum development, instructional supervision, and policy formulation in Philippine elementary education.
Keywords: Reading comprehension, Grade 5 learners, Enhancement plan, Inferential and critical thinking