Abstract
This study examines the relationship between reading comprehension and academic performance in English among Grade 3 pupils at Colegio San Agustin-Bacolod during the 2023-2024 academic year. The research employs a descriptive quantitative design, utilizing standardized reading comprehension tests and academic performance records. A sample of 84 pupils were assessed across various reading skills, including letter/word recognition, phonetic analysis, reading vocabulary, and meaningful reading. The study also explores how factors such as sex, family income, and parents' educational attainment influence both reading comprehension and academic performance. Findings reveal that pupils exhibit above-average proficiency in letter/word recognition and phonetic analysis but average performance in reading vocabulary and meaningful reading. Although the overall academic performance in English is consistently outstanding across all socioeconomic groups, no statistically significant relationship was found between reading comprehension and academic performance. The results suggest that factors beyond reading comprehension, such as instructional quality and study habits, may contribute to students' success in English. The study concludes by recommending targeted interventions to enhance reading vocabulary and meaningful reading skills, alongside enrichment programs that cater to diverse learners. These strategies aim to further support the development of reading comprehension and academic excellence among Grade 3 pupils.
