The Impact of Reading Literacy on Academic Performance in English Among the Junior High Students in Lopez Jaena District, Schools Division of Misamis Occidental

This study assessed the level of reading literacy and its relationship with academic performance in English among Junior High School students during School Year 2025–2026. The respondents were 264 Junior High School students from Dampalan Integrated School, Lopez Jaena District, Schools Division of Misamis Occidental. The study employed survey and descriptive-correlational research designs. Data were collected using a reading literacy questionnaire and students’ academic performance records and were analyzed using weighted mean, standard deviation, and Spearman rank-order correlation. Findings revealed that the respondents demonstrated a moderate level of reading literacy in terms of habit and attitude and knowledge and skill while culture and strategy was rated high. Overall, the respondents exhibited a moderate level of reading literacy. Furthermore, a very strong positive and statistically significant relationship was found between reading literacy and academic performance in English, indicating that students with stronger reading literacy tended to demonstrate better academic performance. The findings highlight the importance of strengthening students’ reading habits, vocabulary knowledge, comprehension skills, reading strategies, and engagement with culturally relevant texts. The study recommends that DepEd officials strengthen literacy policies, teacher development programs, and monitoring mechanisms; school heads implement reading corners, remediation programs, and school-wide literacy initiatives; and English teachers integrate vocabulary enrichment, guided reading, note-taking, summarizing, and comprehension-based activities into classroom instruction. Greater parental involvement and the development of consistent reading habits among students are likewise encouraged, while future researchers may examine the relationship using broader samples and additional variables.

Academic Performance, English, Junior High School Students, Reading Literacy, Reading Strategies

1. Abao, S. L. (2025). The link between reading proficiency and academic achievement among JHS students. International Journal of Progressive Research in Engineering Management and Science, 5(1), 863–869. DOI: 10.58257/IJPREMS38116. [Google Scholar] [Crossref]

2. Abid, N., Aslam, S., Alghamdi, A. A., & Kumar, T. (2023). Relationships among students’ reading habits, study skills, and academic achievement in English at the secondary level. Frontiers in Psychology, 14, Article 1020269. https://doi.org/10.3389/fpsyg.2023.1020269 [Google Scholar] [Crossref]

3. Aiken, L. S., & Susane, G. (2001). West multiple progression. Sage Publishing, Inc. [Google Scholar] [Crossref]

4. Bhat, A. (2019). What is a correlational study?—Definition with examples. QuestionPro. [Google Scholar] [Crossref]

5. Cekiso, M. P. (2025). Examining how undergraduate students view reading and its significance. Reading & Writing, 16(1), Article 593. https://doi.org/10.4102/rw.v16i1.593 [Google Scholar] [Crossref]

6. Chavez, M., & Honesto, J. (2025). Reading comprehension in relation to academic performance in English: Basis for enhancement program. Psych Educ, 33(7), 816–823. https://doi.org/10.70838/pemj.330710 [Google Scholar] [Crossref]

7. Clark, T., Foster, L., Sloan, L., & Bryman, A. (2021). Bryman’s social research methods (6th ed.). Oxford University Press. [Google Scholar] [Crossref]

8. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates. [Google Scholar] [Crossref]

9. Department of Education. (2015, April 1). Policy guidelines on classroom assessment for the K to 12 Basic Education Program (DepEd Order No. 8, s. 2015). [Google Scholar] [Crossref]

10. Elleman, A. M., & Oslund, E. L. (2019). Reading comprehension research: Implications for practice and policy. Policy Insights from the Behavioral and Brain Sciences, 6(1), 3–11. https://doi.org/10.1177/2372732218816339 [Google Scholar] [Crossref]

11. Espia, E. B. A., & Cortezano, G. P. (2022). Reading comprehension and academic performance in English among Grade Seven learners. Asia Pacific Journal of Advanced Education and Technology (Proceedings of APCMR), Special Issue. [Google Scholar] [Crossref]

12. Hasan, M. O. M. (2024). The relationship between reading English attitude and students’ reading achievement in general. International Education Studies, 17(6), 58–65. https://doi.org/10.5539/ies.v17n6p58 [Google Scholar] [Crossref]

13. Iheakanwa, J. U., Obro, S., & Akpochafo, W. P. (2021). Reading ability, study habits and students’ academic performance in social studies. Library Philosophy and Practice (e-journal), Article 5675. [Google Scholar] [Crossref]

14. Li, W., Kang, S., & Shao, Y. (2023). Development of the reading literacy questionnaire for EFL learners at primary schools. Frontiers in Psychology, 14, Article 1154076. DOI: 10.3389/fpsyg.2023.1154076. [Google Scholar] [Crossref]

15. Mercado, J. C. Y., & Manzano, B. A. (2024). English reading performance and metacognitive strategies: Implications for students’ academic success. International Journal of Multidisciplinary: Applied Business and Education Research, 5(4), 1175–1185. DOI: 10.11594/ijmaber.05.04.05. [Google Scholar] [Crossref]

16. Mihret, G., & Joshi, J. (2025). The relationship between students’ reading skill and academic achievement: A comprehensive investigation. International Journal of Research Publication and Reviews, 6(2), 2171–2181. [Google Scholar] [Crossref]

17. Muijselaar, M. M. L., Swart, N. M., Steenbeek-Planting, E. G., Droop, M., Verhoeven, L., & de Jong, P. F. (2017). Developmental relations between reading comprehension and reading strategies. Scientific Studies of Reading, 21(3), 194–209. https://doi.org/10.1080/10888438.2017.1278763 [Google Scholar] [Crossref]

18. Organisation for Economic Co-operation and Development. (2023). PISA 2022 results: Volume I: The state of learning and equity in education. OECD Publishing. https://doi.org/10.1787/53f23881-en [Google Scholar] [Crossref]

19. Pao, K. (2024). Oral and silent reading proficiency and academic performance in English among Grade Seven learners: Enhanced reading remediation program. Psychology and Education: A Multidisciplinary Journal, 23(10). [Google Scholar] [Crossref]

20. Pham, U. M. N. (2021). Reading habit and reading comprehension among Van Lang EFL students. International Journal of TESOL & Education, 1(2), 17–30. [Google Scholar] [Crossref]

21. Qin, L. (2024). A study of teaching strategies for English reading in junior middle school based on core literacy. Frontiers in Educational Research, 7(7), 186–195. https://doi.org/10.25236/FER.2024.070728 [Google Scholar] [Crossref]

22. Refugio, C. N., Galleto, P. G., & Torres, R. (2019). Competence landscape of Grade 9 mathematics teachers: Basis for an enhancement program. Cypriot Journal of Educational Sciences, 14(2), 241–256. [Google Scholar] [Crossref]

23. Sun, Y., Wang, J., Dong, Y., Zheng, H., Yang, J., Zhao, Y., & Dong, W. (2021). The relationship between reading strategy and reading comprehension: A meta-analysis. Frontiers in Psychology, 12, Article 635289. https://doi.org/10.3389/fpsyg.2021.635289 [Google Scholar] [Crossref]

24. Villegas, J. C. M. (2024). Reading comprehension level and English performance of SHS students: Basis for instructional plan. ISRG Journal of Arts Humanities & Social Sciences, 2(2), 361–369. DOI: 10.5281/zenodo.11092146. [Google Scholar] [Crossref]

25. Wilson, N. S., & Smetana, L. (2011). Questioning as thinking: A metacognitive framework to improve comprehension of expository text. Literacy, 45(2), 84–90. DOI: 10.1111/j.1741-4369.2011.00584.x. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study