This study examined the reading profiles and academic performance of Grade 8 learners in Sara, Western Philippines, within the framework of the Literacy and Numeracy (LAN) Program. Grounded in Vygotsky’s Sociocultural Theory of Learning (1978), the research sought to determine the learners’ reading levels, assess their academic performance, and identify the relationship between literacy proficiency and scholastic achievement. A quantitative descriptive–correlational design was employed, involving 60 purposively selected Grade 8 students who were assessed using the LAN reading evaluation tool and official academic records. Results revealed that most learners (46.7%) were at the instructional level, 23.3% were independent readers, and 30% were at the frustration level. Learners’ academic performance corresponded to their reading proficiency, with independent readers achieving the highest average grades. Statistical analysis indicated a significant positive correlation (r = 0.654, p = 0.001) between reading profiles and academic performance, confirming that stronger reading ability predicts higher academic achievement. Major challenges in program implementation included limited time, insufficient reading materials, and large class sizes. The study concludes that the LAN Program contributes to literacy improvement but requires strengthened support systems for sustainability. It recommends enhanced teacher training, resource provision, and parental involvement to foster learners’ transition from instructional to independent reading levels and improve academic outcomes. Keywords: Literacy And Numeracy Program, Reading Profiles, Academic Performance, Grade 8 Learners, Sociocultural Theory, Literacy Education, Philippines
Heyden Archide (Sat,) studied this question.
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