Date of Publication :11th December 2024

Abstract: This action research investigates the reading proficiency gap among tertiary students at the University of Eastern Philippines (UEP), assessing its implications on academic performance, student engagement, and institutional outcomes. Utilizing a mixed-methods approach, the study integrates quantitative assessment data with qualitative insights from structured interviews with students and faculty. Findings reveal that over 65% of incoming students demonstrate reading comprehension below the tertiary standard, particularly in areas such as inferential reasoning, academic vocabulary, and synthesis. The study identifies contributing factors, including limited secondary education resources and a scarcity of university-level reading interventions, calling for strategic curriculum modifications and expanded reading support. Recommendations include structured literacy interventions, faculty development programs, and national policy adjustments to facilitate reading skill development at the tertiary level.

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