Informational Texts, Students’ Reading Level and Academic Performance: Basis for Localized Intervention Plan

AUTHOR(S)

Princes Mae C. Nadera Leonicel D. Caliguid Angel Jhudiel A. Obinque Rianne Grace P. Mahinay

ABSTRACT

—— The rising prevalence of students with reading proficiency difficulties in understanding informational texts has become a critical concern in contemporary education, especially in public schools. This study assessed whether the level of understanding of informational texts influenced students’ reading level and academic performance. The findings revealed that students had difficulty in understanding informational text, but their individual opinions about the content showed wide variation. The high standard deviation across indicators suggested diverse student perceptions, indicating that improvements should focus on consistency and depth of content. Furthermore, reading proficiency was the most significant determinant of a learner’s performance in English. The students who had difficulties in word reading and comprehension were the ones most affected, even if they were able to follow the information in the text. It is essential to enhance reading abilities first, as they have a direct and clear positive impact on the students’ performance in school. Even though understanding information in texts is one of the aspects of literacy, it does not contribute much to English grades if the reading skills are poor. This demonstrates that reading is an essential skill – students cannot get the full advantage of other literacy activities without good reading ability. Among the variables, this study concluded that socioeconomic constraints had a significant impact on the interlinked problems of Grade 10 students. This pointed to the need for equitable policies and practices that will promote literacy development through the involvement of schools, teachers, parents, and communities; remedial and enrichment programs; and diversified teaching. Besides increasing students’ academic performance and reading proficiency, these problems must be addressed because they develop lifelong learning, critical thinking, and functional literacy needed for national development. Keywords: informational texts, reading proficiency, academic performance, PHIL-IRI, language teaching