Abstract
This study assessed the reading performance of Filipino Grade 3 learners at Francisco Balagtas Elementary School, District III, Division of Manila, during the School Year 2024–2025. Employing a quantitative-descriptive research design, the study described the learners’ level of reading performance using results from teacher-made tests. It examined the factors affecting reading comprehension in Filipino in terms of learner, language, school, and home factors. Data were gathered from existing school records, reports, and documents, with Filipino teachers providing essential information to address the research problems. Statistical treatment of data was done using the weighted mean. Findings revealed that out of 328 Grade 3 learners, 38.41% demonstrated an average level of reading performance, while 30.49% showed a high level and 31.10% exhibited a low level of performance. Learner-related factors such as nutritional status and poor study habits greatly affected reading skills, while absenteeism had a lesser effect. Language factors, including limited vocabulary and low comprehension level, significantly influenced performance. School-related factors, particularly the lack of appropriate teaching strategies, inadequate instructional materials, and the absence of a functional library, also posed considerable challenges. Moreover, home-related factors such as lack of parental follow-up, low educational background of parents, and absence of reading materials at home were identified as major contributors. Overall, these factors affected reading performance to a moderate extent. Based on the findings, an action plan was proposed to enhance the reading skills of Grade 3 learners through improved instructional strategies, provision of adequate reading materials, teacher professional development, and strengthened school and home support. The study recommends the implementation of the proposed action plan and further research to validate the findings on a broader scale.
