Abstract

Reading comprehension is a skill that can aid pupils in grasping the meaning of a text or gaining new insights from it. This study investigated the influence of multiple variables on reading comprehension and identified the key factors that contribute to reading comprehension. It utilized the descriptive-correlational method to describe the relationship between multiple independent variables and reading comprehension. It was conducted in one of the elementary schools in Himamaylan City during the school year 2022-2023, utilizing 50 Grade 6 students who were selected using total enumeration. The researcher utilized the Philippine Informal Reading Inventory to determine students’ reading comprehension and standardized instruments in measuring various variables in reading. It was revealed that out of the ten variables considered, it was reading fluency (t=-2.197, p=0.034), nonsense word fluency (t=-2.018, p=0.050), phonological awareness (t=2.923, p=0.006) and phonemic awareness (t=-2.809, p=0.08) were found significantly related to the reading comprehension of the students. These four variables are the key factors that impact reading comprehension and help them better build an understanding of the text. Using multiple regression analysis, it was found that reading fluency, nonsense word fluency, phonological awareness, and phonemic awareness are the influential variables in the students’ reading comprehension indicating the essence of primary language development. Moreover, phonological awareness is significant in developing the student's reading comprehension. It is recommended that the development of reading comprehension in the primary grades be given a focus through proper intervention.