ORAL READING PERFORMANCE OF THE ELEMENTARY LEARNERS AS ASSESSED BY THE PHILIPPINE INFORMAL READING INVENTORY (Phil-IRI) READING ASSESSENT TOOL

This study assessed the oral reading performance of the Grade 5 elementary learners in Calanasan Apayao for the School Year 2024–2025 using the Philippine Informal Reading Inventory (Phil-IRI) Reading Assessment Tool. A total of thirty (30) learners were randomly selected from a central school and from three non-central barangay schools Specifically, the study sought to: (a) determine the learners’ demographic profile in terms of sex, ethnicity, language spoken at home, grade in English, class standing, availability of reading materials, and access to electronic gadgets; (b) identify the frequency and types of reading miscues, including substitutions, omissions, insertions, mispronunciations, and repetitions; (c) measure the learners’ oral reading fluency in words per minute; (d) evaluate reading accuracy and comprehension levels; (e) determine significant differences in performance across profile variables; and (f) examine the correlation between reading miscues and oral reading proficiency. The study employed a descriptive-correlational and comparative design. Data were gathered through a profile survey and the Phil-IRI tool. Descriptive statistics, t-tests, ANOVA, and Pearson’s correlation coefficient were used for analysis. Results revealed that most learners demonstrated satisfactory reading accuracy and comprehension, with mispronunciation being the most common miscues. Learners from the central school outperformed their counterparts in non-central schools. Significant relationships were found between accuracy, comprehension, and miscue frequency. The findings underscore the impact of academic support, school context, and reading resources on learner performance, highlighting the need for targeted literacy interventions and equitable access to educational tools.