An Assessment of Reading Achievement of Grade Three Pupils in the Pacific Area, Division of Northern Samar: Bases for a Developmental Reading Program

Abstract

Purpose: This study examined the reading achievement of Grade Three pupils in the Pacific Area of the Division of Northern Samar and analyzed the relationship between selected school profile variables and pupils’ performance to provide an empirical basis for a strengthened Developmental Reading Program in English. Methods: A descriptive correlational research design was employed involving 65 public elementary schools. Data were obtained from school heads and Grade Three teachers using a validated survey questionnaire and school-based records. Pupils’ reading achievement was measured using three standardized literacy assessments: the Comprehensive Rapid Literacy Assessment, the Early Grade Reading Assessment, and the Early Language, Literacy, and Numeracy Assessment. Frequencies, percentages, means, and multiple regression analyses were used to analyze the data at a 0.05 level of significance. Results: Most schools were small, non-central institutions with limited teaching staff and scarce higher-level reading facilities. Reading achievement results showed that many pupils demonstrated basic decoding skills, but a substantial proportion remained at refresher, emergent, or transitional levels, particularly in comprehension. School population showed a statistically significant but very weak negative relationship with reading achievement, while reading facilities exhibited a weak but significant positive relationship. The number of teachers and type of school showed no significant relationship with reading performance. Conclusion: The findings indicate that structural school characteristics have limited influence on reading achievement. Meaningful improvement in Grade Three literacy requires enhanced reading facilities, effective instructional use of resources, and strengthened teacher capacity through a structured developmental reading program.