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Abstract
The main purpose of this research was to assess the Comprehension and Reading ability and to determine the significant correlation between Reading Comprehension level of learners and their ability to solve Mathematical word Problems. This study employed Descriptive Quantitative Correlational Study. The respondents of the study were ninety-two (92) Grade 4 learners of Western Mindanao State University – Integrated Laboratory School enrolled in school year 2022- 2023. This study adopted the Philippine Informal Reading Inventory (Phil-IRI) assessment tool and DepEd Numeracy Assessment Tool (D-NumAT) to measure the reading comprehension and Mathematical Ability respectively. The findings indicated that majority of the Grade 4 learners in Reading Comprehension Level are classified under Frustration Level, some of the learners are classified under Instructional Level, and very few are classified under independent level. As for Mathematical Performance Level, majority of the Grade 4 learners are under non-Numerates level, and some are classified under Low level. This study revealed that the overall Reading Comprehension skill of the learners has negligible correlation to the learners Mathematical Performance in Solving Word Problems. Hence, Reading Comprehension can be a significant factor affecting students’ mathematical performance specifically in solving word problems.
