Abstract
The reading skills and traits of second-graders in the public primary schools in the East II District were assessed in this study, and the learners' profiles were categorized as independent, instructional, or frustrated. A modified survey questionnaire was used to collect data in the first quarter of the School Year 2023–2024. A sample of 175 respondents was randomly selected from 12 different schools. Ordinal regression analysis was used to look at the effects of socio-demographic profiles and the connections between reading profiles and dimensions. The results showed conflicting patterns when the respondents' reading habits were compared to their sociodemographic profiles—p-values exceeding 0.05. The mother's reading habits, reading materials, and occupation did not significantly correlate with the reading profiles. None of these traits was statistically significantly associated with the probability of having a reading profile that fitted into the "frustration" category. On the other hand, the father's educational background showed a strong correlation. With a McFadden value, the pseudo-R2 goodness was found to be moderate, indicating that the socio-demographic factors under consideration can account for a reasonable portion of the variation in the reading profile.
