The Roles of Stakeholders in Attaining Students’ Reading Proficiency in English

Abstract

The study aimed to determine the level of reading proficiency among Grade 7 students based on their word reading and comprehension scores. It also evaluated the roles of teachers, parents, and students in achieving students' reading proficiency. A descriptive-correlational research design was employed. The respondents were 157 randomly selected Grade 7 students from three public high schools in Bayawan City. Validated questionnaires were used to gather data, and the results were analyzed using mean, percentage, and Spearman’s Rank Correlation Coefficient. Findings revealed that 30.57% of the students were at the frustration level in terms of word reading scores, while 93.63% were classified as independent readers based on their comprehension scores. When combining both components of reading proficiency, 63.69% of the students were generally categorized as independent readers. The study also showed that teachers generally fulfilled their roles to a high extent(composite mean = 3.52) in supporting students' reading proficiency in English. However, the extent of their involvement in establishing a reading program was only moderate (mean = 3.13). In contrast, both parents (mean = 3.25) and students (mean = 3.38) demonstrated their roles in supporting reading development to a moderate extent. Finally, a significant negative correlation (Spearman’s rho = -0.332, p < 0.01) was found between the teachers’ role in establishing a reading program and the students’ word reading and comprehension scores.