Abstract
The study determined the relationship of oral and silent reading proficiency and academic performance in English among grade 7 learners in Tipolo National High School for School Year 2022-2023 as basis for an enhanced reading remediation program using descriptive correlation research design. The Philippine Informal Reading Inventory (Phil-IRI) materials were used in assessing the level of reading proficiency among grade seven learners thru post test results and the 4th quarter or final ratings in English were used to assess the academic performance in English of the Grade 7 students at Tipolo National High School. The quantitative design of this study described the characteristics of the respondents including oral and silent reading proficiency level, and academic performance. The findings of the study revealed that Grade 7 Students are classified frustration in their oral and silent reading proficiency level. Based on the results obtained, it was concluded that oral reading had a positive weak correlation on the academic performance in English and this correlation was found to be statistically significant. In contrary, silent reading was not significantly related to the academic performance in English. The results supported the Information Processing Model Theory which promoted oral reading fluency strategies for learners and the Reading Systems Framework which highlighted various factors necessary in improving the complex reading process especially on word recognition and comprehension. Therefore, the results suggest that oral reading proficiency may have a more influential relationship with academic performance in English compared to silent reading proficiency. Consequently, the study would provide the English teachers with the enhanced reading remediation program in addition to the present intervention activities provided in the Phil-IRI package to address the reading difficulties among grade seven learners after the culmination of this research pursuit.
