Majoyreig Maguddatu
ABSTRACT
This study examined the reading proficiency and academic performance of junior high school students at Annafunan Integrated School using a mixed-methods approach. Quantitatively, the study assessed students’ word reading and reading comprehension levels and analyzed their relationship with academic performance in English. Qualitatively, it explored the challenges students encountered in developing reading proficiency. Results revealed that while a majority of students demonstrated an independent level in word reading, a significant proportion fell under the frustration level in reading comprehension, indicating a gap between decoding and meaning-making skills. Statistical analysis further showed a significant relationship between reading proficiency and academic performance, confirming that students with higher reading skills tend to achieve better academic outcomes. Despite generally high academic grades, findings suggested a misalignment between students’ performance and their actual comprehension abilities, highlighting the influence of external factors such as motivation, instructional practices, and assessment design. The study also identified disparities across gender and grade levels, with female students and higher-grade learners demonstrating relatively stronger reading skills. Common challenges included limited vocabulary, difficulty in processing complex texts, weak reading strategies, and poor study habits. These findings underscore the need for targeted interventions that emphasize reading comprehension, strategic reading instruction, and continuous assessment. Strengthening reading proficiency is essential not only for improving English performance but also for supporting overall academic success among learners.
Keywords: Reading proficiency, reading comprehension, word reading, academic performance, junior high school students
https://doi.org/10.57180/jtzh2846