Reading and Comprehension Skills of Primary Learners in Selected Elementary School

The purpose of the study was to determine the reading skills of primary learners in Menzi Elementary School, Isabela City, Basilan Province, Philippines. A descriptive-quantitative research design was used and respondents were selected through stratified random sampling according to gender. There were 80 males and 74 females in primary levels on which 66 males (51.60%) and 62 females (48.40%) were selected as respondents for the study. Out of 128 respondents, 53 learners (41.40%) have self-employed parent or guardian, 39 learners (30.50%) have unemployed parent or guardian, 16 learners (12.50%) have government employee parent or guardian, 13 learners (10.20%) have private employee parent or guardian, and 7 learners (5.50%) have OFW parent or guardian. Most of the respondents are Yakan speaker learners (40.50%), followed by Binisaya speaker learners (25.80%) and the Tausug speaker learners (23.40%), and then the rest are Chavacano (7.80%) and Tagalog (2.30%) speaker learners. The oral reading and silent reading skills of primary learners were both on frustration level, while the listening comprehension of the primary learners are on instructional level. Gender of primary learners are significant but not on learners' parent/guardian occupation on all three areas such as oral reading, silent reading, and listening comprehension. On mother tongue spoken, it is significant on oral reading but not significant on two areas such as silent reading and listening comprehension.