Analyzing the Correlates of Reading Efficiency and Comprehension Among Elementary Learners: A Cross-Sectional Study

Abstract

This paper investigates reading efficiency among Grade 5 learners in Biliran Division, focusing on phonological awareness, language processing, cognitive skills, reading speed, and comprehension. Using a cross-sectional predictive design, data were gathered from 116 students across two schools and four sections. Tasks included rhyme detection, phoneme deletion, rapid naming of letters and objects, semantic fluency, cognitive processing speed, working memory capacity, word list and pseudoword reading, text passage reading, and comprehension assessment. Results highlight significant variability in phonological awareness and language processing, with phoneme deletion and rapid naming predicting reading speed. Cognitive skills like working memory and processing speed also impact reading fluency. Comprehension is influenced by semantic fluency, word list reading, and phonological processing. Interventions targeting these areas could enhance reading skills. The study concludes phonological awareness, language processing, and cognitive skills are vital for reading speed and comprehension. Recommendations include phonological training, integrating rapid naming tasks, enhancing cognitive skills, differentiated reading programs, and regular comprehension assessments.