Asian Research Journal of Arts & Social Sciences

Reading is fundamental in getting knowledge as all the lessons and learning activities are mostly based on the power of comprehensive reading; indeed, it is necessary to read comprehensively. This study aimed to assess the English reading comprehension levels of Grade 7 students, focusing on three key skills: Context Clues, Logical Organization, and Inferencing. Utilizing a correlational research design, a one-time test administration was conducted among 45 enrolled students to evaluate their comprehension performance. The study also examined whether significant differences exist in comprehension levels when students are grouped by profile variables, and whether reading comprehension correlates with academic performance in English. Findings revealed that the students were generally of appropriate age for their grade level, predominantly male, and mostly from families where parents are high school graduates. In terms of comprehension, students demonstrated frustration-level performance in Context Clues and Inferencing, and instructional-level performance in Logical Organization. Statistical analysis showed no significant difference in comprehension based on parents’ educational background across all three skills. However, significant differences were found in comprehension levels based on age, sex, and ethnicity, varying by skill area. Furthermore, a direct relationship was established between students’ reading comprehension and their academic performance in English. The study recommends implementing targeted intervention programs to enhance students’ comprehension skills, particularly in Context Clues and Inferencing. Schools are encouraged to institutionalize reading interventions as regular activities and integrate comprehension assessments into tools like the Philippine Informal Reading Inventory. A follow-up study is suggested to develop and evaluate a proposed Reading Intervention Program tailored to the needs identified in this research.