• Haide C. Berja
• Lehai B. Beloro

This study determines the influence of reading proficiency on the English comprehension skills of Grade 5 learners at Compra Elementary School, Pasacao District, Schools Division Office of Camarines Sur, for the School Year 2024–2025. It aimed to assess the learners’ reading proficiency in terms of accuracy, vocabulary, fluency, phonemic awareness, and decoding, and their comprehension skills across the literal, inferential, critical, creative, and evaluative levels. Employing a descriptive-correlational research design, data were collected from 25 officially enrolled Grade 5 learners and were analyzed using statistical tools such as mean, standard deviation, Pearson product-moment correlation coefficient, and coefficient of determination. The findings revealed that the learners' overall reading proficiency level was classified as "Fairly Satisfactory" with a mean score of 14.08, while the overall comprehension mean score was 8.84, indicating that both areas fell below the expected standards. Significant relationships were identified between specific components of reading proficiency and certain levels of comprehension. Notably, fluency showed a moderate influence on literal comprehension (r² = 0.40), vocabulary demonstrated a weak influence on creative comprehension (r² = 0.25), and decoding had a minimal influence on evaluative comprehension (r² = 0.19). However, most of the relationships across other components and comprehension levels, particularly in the inferential and critical aspects, were weak or statistically insignificant. Based on these findings, a reading intervention program titled Project P.R.E.P. (Reading Proficiency Enhancement Program for Grade 5 Learners) was developed to address the identified gaps in reading proficiency and to support the improvement of comprehension skills. The study concluded that both reading proficiency and comprehension levels among learners require enhancement, and that fluency, vocabulary, and decoding, while influential to a degree, should be further developed. The continuous implementation of Project P.R.E.P. is recommended as a strategic measure to address these deficiencies and to promote sustained growth in the literacy performance of Grade 5 learners.

Reading Proficiency, Reading Comprehension Skills, Program Intervention

"Reading Proficiency and Comprehension Skills of Learners", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.12, Issue 4, page no.l219-l236, April-2025, Available :http://www.jetir.org/papers/JETIR2504B27.pdf

"Reading Proficiency and Comprehension Skills of Learners", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.12, Issue 4, page no. ppl219-l236, April-2025, Available at : http://www.jetir.org/papers/JETIR2504B27.pdf