Reading Profile Assessment: The Interplay of Fluency, Vocabulary, and Comprehension among Junior High School Learners

Abstract

This study investigated the interplay of oral reading fluency, vocabulary, and reading comprehension as predictors of the reading profile of junior high school learners in Compra National High School. Using a descriptive-correlational method, 45 respondents were selected through systematic random sampling. Data were collected using the standardized Phil-IRI instrument, and analysis involved mean, percentage, and Pearson correlation coefficient calculations. Results indicate that respondents demonstrated instructional levels across oral reading fluency, vocabulary, and reading comprehension domains. Moreover, an average correlation emerged between oral reading fluency and vocabulary skills, as well as reading comprehension skills. Importantly, both vocabulary skills and reading comprehension skills significantly influenced the learners’ reading profiles. These findings underscore the need for a holistic approach to reading skill enhancement. Effective strategies include integrated teaching methods encompassing oral reading fluency exercises, vocabulary expansion initiatives, comprehension strategy coaching, personalized support, and collaborative professional development opportunities. By integrating these elements into instruction, educators can establish an inclusive learning atmosphere tailored to the diverse needs of students, fostering comprehensive improvements in reading proficiency.