Abstract

Conventional masonry pieces are simple construction elements used to The Junior High School students in the southern municipalities of Eastern Samar, Philippines. Utilizing a quantitative, descriptive-correlational research design, the study aims to determine how various teacher, student, home, and environmental factors affect students’ oral reading performance in English. Data were gathered from 14 secondary schools using the Philippine Informal Reading Inventory (Phil-IRI) for the School Year 2024– 2025 and a researcher-developed, validated questionnaire. The Phil-IRI tool assessed students’ word recognition and reading comprehension, while the questionnaire explored perceptions of influencing factors. Descriptive statistics and Pearson Product-Moment Correlation were used to analyze the data. Results show that teacher-related and environmental factors are perceived as the most influential in shaping reading proficiency, while home-related factors have the least perceived impact. However, all four domains exhibit statistically significant, albeit negligible, correlations with reading proficiency, with home and environmental factors showing slightly stronger associations. The study further reveals that a large portion of students remain at the frustration level in reading, pointing to a critical need for comprehensive, data-driven interventions. These findings emphasize the importance of a multi-contextual approach that includes effective instruction, enriched learning environments, and greater family and community engagement to support students' literacy development and promote equitable learning outcomes