Learners’ Well-Being and Reading Proficiency

This study examined the relationship between learners’ well-being and reading proficiency among Grade VI pupils in Maramag II District, Division of Bukidnon, during School Year 2024–2025. Using a descriptive-correlational design, data were collected from 100 randomly selected learners through a researcher-made questionnaire and Phil-IRI reading results. Findings revealed that learners generally agreed that well-being factors contribute to literacy development, with overall mean scores indicating positive perceptions across psychological (M=3.46), cognitive (M=3.63), social (M=3.56), emotional (M=3.74), physical (M=3.82), and material (M=3.78) domains. Reading proficiency results showed that only 7.9% of learners were at the independent level, while the majority were at instructional (36.6%) and frustration levels (37.6%), and 17.8% were classified as non-readers. Correlation analysis indicated a significant positive relationship between cognitive factors and reading proficiency (r=0.275, p=0.005), and a significant negative relationship with social factors (r=-0.201, p=0.044). However, overall well-being showed no significant relationship with reading proficiency (r=-0.083, p=0.408). The study concludes that while well-being is important, cognitive and social factors are the most influential predictors of reading proficiency. Targeted interventions focusing on cognitive skill development and social support are recommended to improve literacy outcomes.