Descriptive Analysis of Reading Comprehension Level of Grade 7 Students: Basis for a Reading Program

Abstract

This study explored the reading comprehension level of the grade 7 students at the University of La Salette, Incorporated High School. It utilized a quantitative, descriptive research design to analyze the data from the CEM Reading Test Level 3 of three hundred sixty-eight (368) grade 7 students who served as the sample population of this study. The result revealed the students performed better in the content areas of scanning, point of view, and literal compared to the norm group. However, students were rated low average in the following content areas: synonyms, literal, inferential, reorganization, summary cloze, references, labels, and tables. The CEM Reading Test Level 3 revealed that the students’ sub-test scores, percent correct scores, and standard score only ranged from low average to average. It also revealed that there are 32.88% of students who were classified in the range of low average to very poor level of reading comprehension. The study recommends that teachers focus on developing skills in vocabulary development and reading study aids and utilize the reading intervention program proposed by the researcher to determine its effectiveness in improving the reading comprehension level of the students.