Abstract
This study aimed to assess the reading performance of Grade 1 learners and their impact on academic performance. Employing a descriptive-correlational research design, the investigation focused on describing the demographic profile and its correlation with English performance among Grade 1 learners. The study was set at St. Therese de Avila Learning Center, a well-regarded private school in Iligan City, during the school year 2023–2024. The research targeted 43 Grade 1 learners, comprising 21 males and 22 females. Utilizing statistical tools such as frequency, percentage, mean, standard deviation, and regression analysis, the researchers aimed to identify and analyze the reading performance levels of learners, exploring how these aspects influence academic performance in the English subject. This research provided an opportunity to gain insights into the relationship between reading performance and academic achievement, offering valuable information for educators and policymakers to enhance language education strategies for young learners. Findings revealed a diverse distribution of respondents based on age and gender, with a majority falling into the 6-year age group and a balanced representation of males and females. Learners exhibited notable proficiency in reading performance, with a majority achieving outstanding scores. Academic performance in English also showcased remarkable achievement, with a significant proportion attaining outstanding grades.Regression Analyses underscored critical role of reading performance in predicting academic success in English, informing the Comprehensive English Proficiency Initiative aimed at enhancing learners' English proficiency through targeted strategies and programs.
