Determining the Reading Proficiency Level of Grade Three Learners: Inputs to a Self-Learning Module

Reading is an essential learning skill, yet many young Filipino children lack the foundational knowledge to read text competently. Particularly, the younger generations need a better level of reading skills. This study assessed the reading fluency and comprehension levels of Grade 3 pupils and identified common reading difficulties affecting their literacy development. Employing a descriptive research design with a qualitative approach, data were gathered through EGRA results and validated interviews with three purposely selected Grade 3 teachers from Balete Relocation Site Elementary School. Descriptive statistics and t-tests were used to analyze the correlation between reading proficiency and student profiles. Findings revealed that both fluency and comprehension remain significant challenges, with teachers citing limited practice and resources as key barriers. Notably, a significant difference was found in reading fluency based on sex, with female students achieving a higher mean score (2.77) than males (2.50); t = 2.21, p = 0.030. In reading comprehension, female students also outperformed males, with a t-value of 2.41 and a p-value of 0.018. In response, a self-learning module was developed, offering structured and engaging reading activities aimed at enhancing pupils’ fluency and comprehension skills.