ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
— This study explored the extent of the factors affecting the reading performance of Grade 6 pupils in Daram II District, Samar Division. As reading comprehension remains a fundamental academic skill, identifying and understanding the influences behind pupils’ performance is critical for improving educational outcomes, particularly in rural and underserved communities. A descriptive survey method was employed using a researcher-made questionnaire to assess the influence of various factors categorized into pupil-related, language, teacher, school, home, and community domains. The participants included Grade 6 pupils across several schools in the district. The collected data were analyzed through descriptive statistics, particularly mean rankings and frequency distribution. The findings revealed that the overall extent of the factors influencing reading performance falls under the “Moderate” category. Among the categories, pupil-related factors such as motivation and reading habits were rated highest, suggesting the central role of the learner’s initiative in comprehension development. Language factors such as vocabulary knowledge and grammatical understanding were also significant. Teacher, school, home, and community-related factors showed moderate influence, indicating the need for stronger instructional support, resource availability, and parental engagement. Most pupils were at the instructional reading level, with fewer students achieving independent reading status, and a concerning portion in the frustration level. These results emphasize the multifaceted nature of reading performance development. Despite the use of reading strategies, pupils’ progress is limited by language barriers, lack of reading materials, and inconsistent support from the home and school environments. The study recommends holistic and culturally responsive interventions including improved teacher training, enriched reading programs, and enhanced community participation to address these gaps and foster a more inclusive learning environment. Keywords — Reading Preformance, Grade VI Pupils, Languge Proficiency, Reading Strategies, Instructional Support, Student Reading Outcomes, Teacher Training, Enhanced Reading Program