Learning the English language requires proficiency in various aspects, including decoding, vocabulary, reading fluency, and comprehension. However, many students struggle to achieve proficiency in these areas, which can hinder their ability to fully engage with and understand written material. Thus, this study investigated the level of reading proficiency among 12th-grade HUMSS students, the factors that influence their proficiency, and the ways in which these factors influence their proficiency. The study employed an explanatory sequential design to gain a more holistic understanding and a richer exploration of the issue. Aside from the students, this was also participated in by the parents and teachers. Quantitative data were gathered through standardized instruments, while in-depth interviews and focus group discussions were conducted to collect qualitative data. Descriptive statistics were utilized to determine the level of reading proficiency. The interviews were transcribed and analyzed using Miles and Huberman's (1984) analytical framework to identify the factors that influence reading proficiency and their mechanisms of influence. Results revealed that decoding and reading skills were high, vocabulary skills were moderate, and comprehension skills were low. Moreover, four main factors influencing reading proficiency were identified: socio-economic, learning environment, background knowledge, and motivation and interest. These factors have influenced the participants positively and negatively. Furthermore, the study proposed a Sustainable Program of Extension for English Language Reading. It concludes that learners' reading proficiency is moderately developed, with strengths in decoding and fluency, but weaknesses in vocabulary and comprehension, and is influenced positively and negatively by different factors.
Jay Anne Rose Manila (Fri,) studied this question.