Perceived Reading Comprehension Difficulties and Academic Performance of Intermediate Learners

Abstract

Reading comprehension plays a crucial role in the overall academic success of elementary pupils, as it serves as a foundation for learning across all subject areas. However, many learners continue to face challenges in understanding texts, which may hinder their academic performance and confidence in the classroom. The purpose of the study was to determine the relationship between perceived reading comprehension difficulties and the academic performance of Grade 5 pupils. A descriptive correlational research design was employed, using a complete enumeration sampling technique with 41 respondents. Data were analyzed using percentage, mean, and Pearson r correlation analysis. The findings imply that moderate reading comprehension difficulties can significantly affect pupils’ academic outcomes. This highlights the need for targeted interventions and reading support strategies to strengthen learners' comprehension skills, which in turn may enhance their performance in various academic subjects. Teachers and curriculum developers should consider integrating comprehension-focused activities in lesson plans and provide scaffolded support for struggling readers. Future research may explore the specific types of reading comprehension difficulties encountered by pupils and their impact on different subject areas. It is also recommended to conduct a longitudinal study with a larger and more diverse sample to examine the long-term effects of reading comprehension on academic growth. Additionally, investigating the role of teacher interventions or reading programs could provide insights into effective strategies for improving reading outcomes.