ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
——The study aimed to determine the correlation between the extent of predictors and the level of students’ reading comprehension in addressing gaps and developing intervention program. The study specifically utilized the descriptive-correlational design using the survey approach. Survey questionnaires and the Phil IRI were used as measuring tools to gather a variety of information from the respondents of the study and served as basis for assessing and measuring the relationship between variables. The respondents of this study were 178 Grade 7 students of Liloy National High School enrolled in School Year 2022-2023 using simple random sampling. The study showed that the summarized ratings of students obtained mean values that were interpreted as having a large effect. It meant that home literacy environment and classroom environment largely affected the reading comprehension of students. The grand mean 3.76 and standard deviation 1.24 described the extent of predictors affecting the reading comprehension of students as large. The collective scores of the students along the three level of complexities indicated that their comprehension level was all instructional as shown by the mean and standard deviation values. The grand mean 1.98 and standard deviation .80 reported that the reading comprehension level of students was at instructional level. There was a significant relationship between the extent of predictors of students and their reading comprehension level. Thus, home literacy environment and the classroom environment play a vital role in the reading comprehension of the students. Keywords — Classroom Environment, Evaluative, Home Literacy Environment, Inferential, Literacy, Literal, Parents’ Educational Background, Phil IRI, Reading Comprehension, Reading Intervention Program