Language Learning Strategies and Reading Attitudes as Determinants of Reading Proficiency among Grade Three Learners

This study determined the language learning strategies, reading attitudes, and reading proficiency of Grade Three learners. Specifically, it assessed the learners’ profile, language learning strategies in terms of listening, speaking, reading, and writing, reading attitudes, and reading proficiency. It also examined the relationship between language learning strategies, reading attitudes, and reading proficiency. The study utilized a descriptive-correlational research design. Using total enumeration sampling, all 583 Grade Three learners served as respondents. Data were gathered using the Strategy Inventory for Language Learning (SILL) developed by Oxford (1990), a Reading Attitude Questionnaire, and the Philippine Informal Reading Inventory (Phil-IRI). Frequency counts, percentages, weighted mean, standard deviation, and Chi-square Test of Independence were used to analyze the data. The findings revealed that the learners generally demonstrated very satisfactory language learning strategies and reading attitudes. Most learners were classified as transitioning readers, while a substantial number had attained grade-level reading proficiency. Moreover, language learning strategies and reading attitudes were found not to have a significant relationship with learners’ reading proficiency. The study concluded that favorable language learning strategies and positive reading attitudes alone were insufficient determinants of reading proficiency. Therefore, the implementation of Project READERS: Reading Enhancement and Development for Effective Reading Success, a Reading Skills Enhancement Program, was recommended to strengthen learners’ reading competencies and support literacy development.