Reading Performance as a Predictor of Academic Success of Key Stage 2 Learners

Juwilyn P. Balansag
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Juwilyn P. Balansag: Northwestern Mindanao State College of Science and Technology, Labuyo, Tangub City

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 3s, 1932-1949

Abstract: This study investigates the relationship between reading performance and academic success among grades 4, 5, and 6 elementary students. The research explores the predictors of reading proficiency, including comprehension, fluency, and vocabulary knowledge, and their implications for overall academic achievement. Data analysis involves scoring procedures for reading and academic performance, demographic profiling, differences in reading performance based on demographic variables, and correlation analysis between reading performance and academic success. The findings reveal a significant association between reading competence and academic success, with higher levels of reading ability correlating with improved performance across various academic subjects. Demographic profiling reveals a balanced gender representation, most learners are ten years old, and the majority are in Grade 5. Differences in reading performance based on demographic variables show significant associations between comprehension, age and grade level. Fluency significantly correlates with age, while vocabulary significantly correlates with grade level. Correlation analysis reveals a moderate to strong positive correlation between reading performance and academic success, indicating that students with higher reading abilities tend to achieve higher grades. These findings underscore the importance of early literacy development and targeted interventions to enhance reading skills and promote academic success among elementary students. Overall, this research contributes to our understanding of the critical role of reading proficiency in shaping students’ academic trajectories and underscores the importance of fostering a culture of reading to promote long-term educational success.

Date: 2025
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