Reading Miscues and Reading Proficiency of Grade 4 Learners: Basis for Implementing “R.E.A.D.S.” Program

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{"abstract":"Reading proficiency is a fundamental literacy skill that influences learners’ academic achievement and lifelong learning outcomes. However, many Filipino learners continue to experience difficulties in reading, particularly in decoding and comprehension. This study examined the relationship between oral reading miscues and reading proficiency levels among Grade 4 learners in the Tupi South District, Division of South Cotabato, during the School Year 2025–2026. Specifically, the study identified the common oral reading miscues, determined learners’ reading proficiency levels, and examined the association between these variables as a basis for developing a reading intervention program. A quantitative descriptive–correlational research design was employed involving 178 Grade 4 learners selected through stratified random sampling from eight public elementary schools. Data were obtained from the Philippine Informal Reading Inventory (Phil-IRI) records and a miscue analysis checklist. Descriptive statistics, including frequency counts, percentages, ranking, and reading accuracy rates, were utilized, while the Spearman Rank Correlation Coefficient was employed to determine the relationship between variables. Findings revealed that mispronunciation was the most prevalent reading miscue, followed by substitution and omission. The majority of learners were classified at the instructional reading level, although a considerable number remained at the frustration level. The learners’ overall reading accuracy rate of 89.96% corresponded to the frustration reading level. Moreover, a strong negative correlation was found between reading miscues and reading proficiency (ρ = -.84, p < .01), indicating that increased miscues were associated with lower reading proficiency. The findings highlight the diagnostic value of miscue analysis and provide empirical support for the implementation of the Reading Enhancement and Development Skills (R.E.A.D.S.) Program to improve learners’ reading performance and literacy outcomes.","abstract_source":"original","authors":["Primrose Gagnao","Analisa Amada"],"date":"2026-07-24","doi":"10.70838/pemj.600702","id":8668,"issue":7,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"2b4dee763419a0bde24aa647e284f0320e3613c6aee0ba35b34401225a1aa7ce","schema":"scimatic-article/1","title":"Reading Miscues and Reading Proficiency of Grade 4 Learners: Basis for Implementing “R.E.A.D.S.” Program","volume":60}

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