Reading Performance of First Year Students in The College of Teacher Education

AUTHOR(S)

CHRISTINE JOY T. IDOR CATHERINE MAE V. TORNE JENNY RUTH C. SALVADOR JONALYN P. CRISOSTOMO ZANDER JAKE B. LLAGAS RHEA MAE I. BIASON

ABSTRACT

—— This study examined the reading performance of first year students at Urdaneta City University during the Academic Year 2024–2025, focusing on their levels of reading comprehension and fluency, the significant difference between these two aspects, and the challenges encountered. A descriptive quantitative research design was employed, involving 350 student respondents from various majors. Data were gathered using structured survey questionnaires and reading materials. Findings revealed that students were generally at an instructional level in reading comprehension, with applied comprehension scoring the highest and literal comprehension the lowest. In contrast, students demonstrated an advanced level of reading fluency in terms of speed, accuracy, and expression across disciplines. The study concluded that while students meet academic expectations in reading comprehension, improvement is needed, particularly in literal understanding, while current practices in developing reading fluency should be sustained. The study recommends enhancing reading programs, developing tailored instructional materials, and implementing interactive reading activities to further improve students’ reading performance. Keywords — Reading Performance, Reading Comprehension, Reading Fluency, First-Year Students, College of Teacher Education, Literacy Skills, Descriptive Quantitative Research, Higher Education, Sustainable Development Goal 4 (SDG 4), Philippines