Abstract
This study investigated the relationship between reading readiness and academic performance by assessing the reading readiness status of Grade IV-VI learners at Salvador Elementary School during the 2023-2024 school year. The research utilized the results of the Philippine Informal Reading Inventory (Phil IRI) to develop a reading enhancement program. The study aimed to profile learner demographics—including age, gender, parental educational attainment, socioeconomic status, availability of reading materials at home and school and allocated reading time. Additionally, it sought to evaluate learner readiness in decoding, word recognition, fluency, and comprehension, determine the overall reading readiness level based on Phil IRI results, and investigate the relationship between reading competencies and Phil IRI outcomes. Findings revealed a diverse learner demographic, predominantly aged 10 years, with a balanced gender distribution. Parental educational attainment was mostly high school level, reflecting a mixed socioeconomic background. While homes generally provided conducive reading materials, allocated reading time varied. Learners demonstrated proficiency in decoding, word recognition, fluency, and comprehension, with Phil IRI assessments indicating similar readiness levels but with varying competency strengths. The study identified a positive relationship between reading competencies and Phil IRI outcomes, emphasizing the role of oral reading skills in performance. Despite findings not reaching statistical significance, the study highlighted the complex factors influencing reading readiness and recommended targeted interventions to enhance literacy outcomes, increase parental involvement, ensure equitable access to reading materials, and tailor instructional strategies to individual learner needs.
