Relationship of School-Based Individual Reading Inventory and Self Reading Assessment Strategies: Basis for Senior High School Intervention Reading Program
Description
The declining reading proficiency in the Philippines, as evidenced by PISA 2018 and 2023 results, has raised concerns regarding national reading assessment strategies and their impact on student learning outcomes. The current Philippine Individual Reading Inventory (Phil-IRI) provides a diagnostic tool but lacks integration with students' self-reading assessments. Understanding this relationship is crucial for designing more effective remedial reading programs. This study investigates the correlation between school-based individual reading inventory scores and self-reported reading assessments among senior high school students. Using a correlational descriptive design, data from 230 students were analyzed to determine significant relationships. Results indicate a statistically significant correlation (Pearson r, p < 0.05) between Phil-IRI reading levels and students' self-assessment scores. Findings suggest that selfreported reading strategies influence actual reading performance, with implications for targeted intervention programs. The study confirms that integrating self-reading assessments with school-based reading inventories provides a more comprehensive understanding of student reading abilities. This approach can help identify at-risk students more effectively. Future research should explore adaptive reading interventions incorporating student self-assessments alongside national diagnostic tools. Additionally, teacher training in individualized reading interventions is recommended to enhance student engagement.