Reading Comprehension Level of Grade 3 Learners in Public Elementary Schools in Southern Negros Occidental, Philippines

Abstract

Reading comprehension is a foundational skills critical for academic success and lifelong learning. This quantitative study investigated the reading comprehension levels of 208 Grade 3 pupils across twelve public elementary schools in Southern Negros Occidental, Philippines during the 2024–2025 school year. Utilizing a descriptive-comparative design, the researcher employed a validated, contextualized questionnaire to measure literal, inferential, and critical comprehension. Participants were selected via stratified random sampling and categorized by Comprehensive Rapid Literacy Assessment (CRLA) classifications and parental education levels. Results revealed significant performance gaps: pupils classified as "At Grade Level" consistently outperformed those in lower CRLA categories across all domains. Furthermore, statistical analysis identified a significant correlation between a parent’s highest educational attainment and a child’s literal and total reading proficiency. These findings suggest that parental education is a key predictor of literacy success and underscore the urgent need for targeted instructional interventions for students in lower CRLA brackets to bridge foundational reading gaps.