Abstract
The primary purpose of this study was to examine the influence of verbal-linguistic intelligence and instructional support on the reading proficiency of SHS students. There is an affirmation that verbal-linguistic intelligence and instructional support predict reading proficiency. This study employed a quantitative research design, utilizing the descriptive-correlational method. A simple random sampling method was employed to select the research samples, and survey questionnaires were used to collect the data. Likewise, mean and standard deviation, Pearson (r), and regression analysis were the statistical tools utilized to answer the research objectives. Findings revealed that the levels of instructional support and reading proficiency of SHS students are rated very high, while the level of verbal-linguistic intelligence is rated high. Nonetheless, a significant relationship exists between the variables under investigation. Thus, this connects to the idea that verbal-linguistic intelligence and instructional support are good predictors of reading proficiency. The regression analysis revealed that these two factors collectively account for 47.4% of the variation in reading proficiency, confirming their substantial influence.
