Relationship of School-Based Individual Reading Inventory and Self Reading Assessment Strategies: Basis for Senior High School Intervention Reading Program

The declining reading proficiency in the Philippines, as evidenced by PISA 2018 and 2023 results, has
raised concerns regarding national reading assessment strategies and their impact on student learning
outcomes. The current Philippine Individual Reading Inventory (Phil-IRI) provides a diagnostic tool but
lacks integration with students' self-reading assessments. Understanding this relationship is crucial for
designing more effective remedial reading programs. This study investigates the correlation between
school-based individual reading inventory scores and self-reported reading assessments among senior high
school students. Using a correlational descriptive design, data from 230 students were analyzed to
determine significant relationships. Results indicate a statistically significant correlation (Pearson r, p <
0.05) between Phil-IRI reading levels and students' self-assessment scores. Findings suggest that selfreported reading strategies influence actual reading performance, with implications for targeted intervention
programs. The study confirms that integrating self-reading assessments with school-based reading
inventories provides a more comprehensive understanding of student reading abilities. This approach can
help identify at-risk students more effectively. Future research should explore adaptive reading
interventions incorporating student self-assessments alongside national diagnostic tools. Additionally,
teacher training in individualized reading interventions is recommended to enhance student engagement.