Enhancing the Reading Comprehension of Grade 2 Learners through Integrative Performance Assessment in English

cognizancejournal.com Bebe-Lyn Walang Segundo, Cognizance Journal of Multidisciplinary Studies, Vol.5, Issue.10, October 2025, pg. 309-323 (An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal) ISSN: 0976-7797 Impact Factor: 5.183 Index Copernicus Value (ICV) = 92.57 ©2025, Cognizance Journal, ZAIN Publications, Fridhemsgatan 62, 112 46, Stockholm, Sweden, All Rights Reserved 309 Enhancing the Reading Comprehension of Grade 2 Learners through Integrative Performance Assessment in English Bebe-Lyn Walang Segundo Baguio Central University Baguio City 2600, Philippines 223145[email protected] DOI: 10.47760/cognizance.2025.v05i10.029 AbstractThis study assessed the effectiveness of integrative performance assessment in English in enhancing the reading comprehension of Grade 2 learners at Tuba Central School. Twenty-three (23) Grade 2 pupils served as the respondents. A questionnaire was used as the main tool for data gathering. The findings of the study revealed that the respondents’ level of reading comprehension before the implementation of the integrative performance assessment was satisfactory. After the implementation, their performance improved to a very satisfactory level. The results showed a significant difference between the respondents’ reading comprehension scores before and after the implementation. Based on these findings, the study concluded that the learners’ initial satisfactory performance was likely due to their prior exposure to traditional assessments, which may have limited their ability to engage deeply with texts. After the intervention, their reading comprehension improved to a very satisfactory level because the integrative performance assessment provided meaningful, hands-on, and contextualized learning experiences that encouraged deeper understanding. The significant difference between the pretest and posttest scores could be attributed to the authentic and task-based nature of the integrative assessments, which allowed learners to apply their reading skills in realistic and meaningful contexts. Keywords: integrative performance assessment, reading comprehension, authentic assessment, contextualized learning, Grade 2 learners, English instruction I. INTRODUCTION Integrative performance assessments in English play a vital role in supporting Sustainable Development Goal 4 (SDG 4): Quality Education, which emphasizes inclusive, equitable, and lifelong learning opportunities for all. These assessments transcend traditional methods by immersing learners in authentic, meaningful reading tasks—such as dramatization, sequencing events, and reflective writing—that mirror real-life applications of language skills (Xu et al., 2022; Collins et al., 2023). This approach nurtures learners’ critical thinking, creativity, and comprehension, aligning with SDG 4’s target of promoting relevant and effective learning outcomes. Integrative performance assessments in English represent a holistic strategy for evaluating learners' reading comprehension by incorporating authentic tasks that require applying language skills in meaningful contexts. Unlike traditional assessments that focus on discrete, decontextualized items, integrative assessments capture both the process and product of comprehension (Xu et al., 2022). These assessments promote deeper engagement with texts, encouraging learners to synthesize information, visualize meaning, and respond critically. As learners engage in real-world reading tasks such as project presentations, journal responses, or dramatic readings, they demonstrate the depth of their comprehension beyond what traditional tests can capture (Collins et al., 2023). Moreover, integrative performance assessment (IPA) also aligns with 21st-century learning standards, which emphasize the integration of skills, values, and knowledge across disciplines. According to Cruz and cognizancejournal.com Bebe-Lyn Walang Segundo, Cognizance Journal of Multidisciplinary Studies, Vol.5, Issue.10, October 2025, pg. 309-323 (An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal) ISSN: 0976-7797 Impact Factor: 5.183 Index Copernicus Value (ICV) = 92.57 ©2025, Cognizance Journal, ZAIN Publications, Fridhemsgatan 62, 112 46, Stockholm, Sweden, All Rights Reserved 310 Villanueva (2023), performance-based tasks are effective in building both language proficiency and learner autonomy among young children. Furthermore, IPA fosters formative assessment practices that provide immediate feedback, which is crucial in developing metacognitive reading strategies at the primary level (Santos & Javier, 2021). These assessments are particularly effective in primary education. Research suggests that when young learners are assessed through integrative and performance-based activities, they display higher levels of reading comprehension, vocabulary acquisition, and self-confidence (Mousavi et al., 2022). In the early grades, integrating performance-based tasks fosters active participation and provides meaningful contexts that make reading more engaging. Moreover, recent studies also support the use of integrative tasks to improve reading comprehension. For instance, Francisco and Rivera (2024) demonstrated that Grade Two learners who engaged in story-based performance assessments showed significant improvements in inferencing and vocabulary acquisition compared to those who underwent traditional assessments. Similarly, integrating assessments with instruction has been shown to improve retention, understanding, and student motivation (UNESCO, 2021). In international contexts, studies have emphasized the positive effects of integrative assessment on comprehension skills. Mousavi, Fazel, and Namaziandost (2022) highlighted how performance-based assessments improved motivation and reading comprehension among EFL learners. Similarly, Collins et al. (2023) developed progress monitoring tools that allowed young learners to demonstrate comprehension through responses to authentic reading tasks, enhancing both instructional feedback and reading outcomes. These practices shift the assessment paradigm from recall-based testing to comprehension-oriented performance. In the Philippine context, the need to improve early-grade reading has been highlighted in several education reports, pointing to the mismatch between assessment tools and learning goals (Pua, 2021). By adopting integrative performance assessments, schools can bridge this gap and make classroom practices more aligned with SDG 4’s vision of quality and inclusive education, ensuring that every child can read, understand, and express effectively by the end of their primary years. For Grade Two learners, whose literacy skills are foundational to future academic success, integrative assessments foster deeper engagement with texts and enhance reading comprehension through active, participatory learning. These strategies empower learners to become not just readers but meaning-makers— developing the capacity to analyze, infer, and reflect on what they read (Mousavi et al., 2022). Given the persistent challenges in reading comprehension among Filipino elementary pupils and the growing demand for authentic and integrative approaches to learning assessment, this study seeks to explore the effectiveness of Integrative Performance Assessment in enhancing the reading comprehension of Grade Two learners. This study benefits the following: To the Learners, these provide more engaging, authentic, and meaningful reading experiences. The activities are designed to enhance comprehension, critical thinking, and vocabulary acquisition in ways that traditional assessments may not fully address. To the Teachers for it will serve as a valuable resource for English teachers in designing and implementing performance-based assessments. It offers practical strategies aligned with the Most Essential Learning Competencies (MELCs) and helps shift assessment from memorization to actual language use. To School Administrators to guide them in making informed decisions on classroom assessment policies and teacher training, particularly in literacy-focused instruction for early grades. To Curriculum Developers provides empirical evidence that supports the integration of authentic assessment tasks in English reading programs. It can inform curriculum revisions that promote deeper learning and measurable comprehension skills. To Policy Makers and the Department of Education supports ongoing national efforts to improve literacy rates, particularly in early grade reading. It contributes to evidence-based policies on assessment reform and the alignment of classroom practices with 21st-century learning goals. To Future Researchers offers a foundation for further inquiry into the effectiveness of integrative performance assessments across different grade levels and subject areas. It may also open opportunities for longitudinal studies and comparative educational research. Conceptual Framework This study is grounded on several interrelated educational theories that support the use of Integrative Performance Assessment (IPA) in enhancing reading comprehension among early grade learners. These theories highlight how learners actively process, interact with, and respond to tasks that measure real-world language skills, such as reading. Constructivist Learning Theory, Social Constructivism, cognizancejournal.com Bebe-Lyn Walang Segundo, Cognizance Journal of Multidisciplinary Studies, Vol.5, Issue.10, October 2025, pg. 309-323 (An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal) ISSN: 0976-7797 Impact Factor: 5.183 Index Copernicus Value (ICV) = 92.57 ©2025, Cognizance Journal, ZAIN Publications, Fridhemsgatan 62, 112 46, Stockholm, Sweden, All Rights Reserved 311 Constructivist Learning Theory (Jean Piaget & Lev Vygotsky) posits that learners build knowledge based on active engagement with content and experiences. In reading comprehension, this means children internalize meaning by interacting with texts and making connections to their prior knowledge. Integrative performance assessments align with constructivist principles because they involve learners in creating, solving, and applying their understanding in meaningful ways. According to Cabansag (2021), constructivist classroom practices positively affect reading and writing outcomes by allowing students to construct meaning collaboratively and contextually. Social Constructivism (Lev Vygotsky) Social constructivism emphasizes the role of social interaction and language in learning. Reading is viewed as a social act that is deepened when learners interact with texts and peers. Integrative performance tasks often require discussion, collaboration, and shared meaning-making, making them ideal for primary-grade literacy development. Empirical findings by Buenaventura (2022) show that peer interaction enhances reading skills and promotes deeper text engagement among early grade learners. Assessment for Learning (AFL) highlights the formative role of assessment in guiding instruction and promoting learning. Integrative performance assessments allow learners to receive feedback, reflect, and improve essential elements in developing reading comprehension. Espino & Guevara (2023) affirm that formative assessments, especially performance-based ones, significantly impact comprehension skills when embedded in daily instruction. Multiple Intelligences Theory (Howard Gardner). Gardner's theory of Multiple Intelligences asserts that learners understand the world through diverse modalities: linguistic, bodily-kinesthetic, visual-spatial, interpersonal, etc. IPAs often use a combination of tasks oral, written, visual, and kinesthetic that allow Grade Two learners to demonstrate comprehension in different ways. Del Rosario (2021) showed that reading performance improved when instruction integrated visual and bodily-kinesthetic strategies aligned with MI theory. Active View of Reading (AVR) Model – Duke & Cartwright (2021). The AVR Model conceptualizes reading as an active, strategic process involving cognitive, linguistic, and motivational components. It emphasizes background knowledge, vocabulary, self-regulation, and language structures as critical in comprehension. IPAs, which often involve applying knowledge, interpreting texts, and reflecting on meaning, align with the AVR model by promoting deeper engagement with reading material. Duke and Cartwright (2021) propose AVR as a framework for designing instruction and assessments that go beyond decoding and foster comprehension. In addition, this study Integrative Performance Assessment (IPA) in English has gained traction as a promising strategy for enhancing reading comprehension, especially among early grade learners. IPA incorporates performance-based tasks that have been shown to significantly improve learners’ reading comprehension, motivation, and confidence while reducing anxiety. In a study by Nasrollahi and Zarei (2022), learners who participated in performance-based assessment significantly outperformed those using traditional methods. These learners exhibited higher levels of reading performance and self-efficacy. It also aligns formative assessment or Assessment for Learning (AfL) principles, offering students real-time, meaningful feedback that supports the development of effective reading strategies. According to Alzubi (2021), when formative performance tasks are integrated into reading instruction, students become more aware of their own comprehension processes and can improve their skills through iterative feedback and self-monitoring. IPA reflects real-world language use by requiring learners to engage in meaningful reading and comprehension tasks, such as summarizing, presenting, and integrating ideas. Authentic assessment, as described by Thomas (2022), promotes the holistic development of learners by connecting reading tasks to practical communication, fostering deeper understanding, critical thinking, and long-term retention. On the other hand, the implementation of integrative performance assessment as a strategy to enhance reading comprehension is supported by various legal and policy frameworks in the Philippine educational system. These legal bases emphasize quality instruction, literacy development, authentic assessment, and learner-centered approaches, which are directly aligned with the purpose of this study. Republic Act No. 10533. This law institutionalizes the K to 12 Basic Education Program, advocating a learnercentered, inclusive, and contextualized curriculum. It promotes performance-based assessment strategies to ensure learners acquire essential skills, including reading comprehension. ―The curriculum shall use pedagogical approaches that are constructivist, inquiry-based, reflective, collaborative and integrative.‖ cognizancejournal.com Bebe-Lyn Walang Segundo, Cognizance Journal of Multidisciplinary Studies, Vol.5, Issue.10, October 2025, pg. 309-323 (An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal) ISSN: 0976-7797 Impact Factor: 5.183 Index Copernicus Value (ICV) = 92.57 ©2025, Cognizance Journal, ZAIN Publications, Fridhemsgatan 62, 112 46, Stockholm, Sweden, All Rights Reserved 312 DepEd Order No. 8, s. 2015. This order promotes formative and summative assessments to monitor student progress. It supports performance-based assessment to evaluate learners’ ability to apply skills in real-life contexts, including reading tasks such as storytelling, summarizing, and interpreting texts. DepEd Order No. 31, s. 2012. This policy emphasizes developing functional literacy through English and reading proficiency. It supports contextualized instruction and meaningful assessment practices to improve comprehension among learners. Republic Act No. 9155 empowers schools to tailor learning programs that are responsive to learners’ needs. It encourages alternative assessment methods, such as integrative performance tasks, to support reading comprehension and learner development. DepEd Order No. 42, s. 2017. Under Domain 5 (Assessment and Reporting), the PPST mandates teachers to design and apply meaningful assessment strategies. Performance-based assessment is included as a tool for developing essential literacy skills like reading comprehension. The above theories, concepts and legal bases guided the researcher in coming up with this study. Statement of the Problem This study assessed the effectiveness of integrative performance assessment in English in enhancing the reading comprehension of grade 2 learners. Specifically, it answered the following questions: 1. What is the level of reading comprehension of Grade 2 learners before the implementation of integrative performance assessment in English? 2. What is the level of reading comprehension of Grade 2 learners after the implementation of integrative performance assessment in English? 3. Is there a significant difference in the reading comprehension performance of Grade 2 learners before and after the implementation of integrative performance assessment? Assumptions The following assumptions arising from the issues are: A. Basic Assumption 1. The level of reading comprehension of Grade 2 learners before the implementation of integrative performance assessment in English is satisfactory. 2. The level of reading comprehension of Grade 2 learners after the implementation of integrative performance assessment in English is very satisfactory. 3. There is no significant difference in the reading comprehension performance of Grade 2 learners before and after the implementation of integrative performance assessment. II. METHODS This study utilized a quasi-experimental one-group pretest-posttest design to examine the impact of integrative performance assessment on the reading comprehension of Grade 2 learners. The design involved measuring participants’ comprehension levels before and after the intervention without the use of a control group. This design is widely used in educational contexts where random assignment is not feasible but where improvement within a group can still be measured effectively (Creswell & Guetterman, 2021; Hassan et al., 2022). Locale and Population of the Study The research was conducted at Tuba Central Elementary School, Tuba District, during the school year 2025-2026. The school was selected due to its accessibility, administrative support, and the presence of a Grade 2 class suitable for the study. The participants were a total enumeration of the 23 Grade 2 learners under the advisership of the researcher. This is appropriate for intervention studies where the focus is on measuring the outcomes of a specific educational strategy within a defined group (Tindowen, 2021; Reyes & De Guzman, 2023). Data Gathering Instrument The instrument used to assess reading comprehension was adapted from a standardized test bank provided by the Department of Education (DepEd). The test was aligned with the Most Essential Learning Competencies (MELCs) for Grade 2 English and designed to assess literal, inferential, and evaluative comprehension skills. Since the test bank is a pre-validated assessment tool officially used in schools, no further reliability or validity cognizancejournal.com Bebe-Lyn Walang Segundo, Cognizance Journal of Multidisciplinary Studies, Vol.5, Issue.10, October 2025, pg. 309-323 (An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal) ISSN: 0976-7797 Impact Factor: 5.183 Index Copernicus Value (ICV) = 92.57 ©2025, Cognizance Journal, ZAIN Publications, Fridhemsgatan 62, 112 46, Stockholm, Sweden, All Rights Reserved 313 testing was conducted by the researcher. Using standardized tools ensures consistency, fairness, and alignment with curriculum goals (Department of Education [DepEd], 2022; McLaughlin & Allen, 2022). Reliability and Validity of the Research Instrument The reading comprehension test used in this study was adapted from the standardized test bank developed and approved by the Department of Education (DepEd), specifically aligned with the Most Essential Learning Competencies (MELCs) for Grade 2 English. Since the instrument is widely used in classroom-based assessments and underwent prior validation by the DepEd, the researcher did not perform additional reliability and validity testing. According to McLaughlin and Allen (2022), using well-established and curriculum-aligned tools ensures instructional relevance and assessment reliability. Furthermore, standardized instruments such as this one are considered valid for measuring comprehension skills across various cognitive levels (Department of Education [DepEd], 2022). Data Gathering Procedure Prior to the administration of the research instrument, the researcher obtained an endorsement letter from the Dean of the Graduate School. With this, she sought and secured the approval of Jennifer M. Cados, School Principal of Tuba Central Elementary School, to conduct the study. Upon receiving permission, the researcher administered the pretest to the Grade 2 learners to establish their baseline reading comprehension levels and identify areas for instructional focus. The intervention, which utilized integrative performance assessment strategies, was carried out over the course of one month. After the intervention period, a post test was administered to measure any improvement in the learners’ reading comprehension skills. Statistical Treatment of Data The responses collected from the pretest and posttest questionnaires were encoded, organized, and tabulated. The data were then subjected to descriptive and inferential statistical analyses to evaluate the effectiveness of the intervention. Descriptive statistics, such as the mean, frequency and ranks were used to summarize and describe the learners’ performance before and after the intervention. These measures helped provide an overview of the scores (Aban & Ancho, 2022; Reyes & De Guzman, 2023). To determine whether there was a statistically significant difference between the pretest and posttest reading comprehension scores of the same group of learners, the dependent t-test (also known as the paired sample t-test) was used. This test measures whether the average difference between two related scores is significantly different from zero, making it appropriate for within-subject designs (Creswell & Guetterman, 2021; Torres & Punzalan, 2023). The dependent t-test formula was used: t-comp = √ The following scale, which is anchored on DepEd Order no. 8 s. 2015 was used to measure the performance of the Grade 2 learners. This was used both in the conduct of the pretest and posttest. The descriptors and grading scale are as follows: Range Statistical Scores Descriptive Symbol Limit Equivalent 5 4.21-5.00 13-15 Outstanding O 4 3.41-4.20 10-12 Very Satisfactory VS 3 2.61-3.40 7-9 Satisfactory S 2 1.81-2.60 3-6 Fairly Satisfactory FS 1 1.00-1.80 0-3 Did Not meet Expectations DNME cognizancejournal.com Bebe-Lyn Walang Segundo, Cognizance Journal of Multidisciplinary Studies, Vol.5, Issue.10, October 2025, pg. 309-323 (An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal) ISSN: 0976-7797 Impact Factor: 5.183 Index Copernicus Value (ICV) = 92.57 ©2025, Cognizance Journal, ZAIN Publications, Fridhemsgatan 62, 112 46, Stockholm, Sweden, All Rights Reserved 314 Ethical Consideration Before conducting the proposed study, the researcher undertook the necessary procedures to ensure ethical considerations in the conduct of research. The researcher secured first the written permission to administer the research instrument from the agency of the intended respondents of the study. A letter accompanied the research instrument given to the target respondents indicating among others; to wit: 1) the participants identity were not divulged in the current study in compliance to the provisions of the Data Privacy Law; 2) all information and data from the respondents of the current study were held in strict confidentiality; 3) when the respondents answered the survey instrument, that means they agreed to participate in the study as respondents; 4) the responses in the questionnaire were presented in aggregate form and not as individual perceptions; and, 5) the research was conducted primarily for academic requirement only. The researcher declared that all materials borrowed from other sources and included in the thesis were properly cited and acknowledged. The author hereby declares that generative AI technologies, including Large Language Models (LLMs), have been used in the writing and/or editing of this manuscript. The AI tools utilized for this purpose are ChatGPT and Gemini AI. Details of AI usage: AI assistance was employed for structuring, refining, and enhancing clarity in the manuscript. The AI-generated content was reviewed, edited, and validated by the author(s) to ensure accuracy, coherence, and adherence to research standards. Input prompts provided to the AI primarily included requests for text refinement, paraphrasing, grammatical corrections, aggregation, and formatting suggestions. The researchers utilized both Perplexity AI and Gemini AI, taking advantage of each tools strengths, to provide a well-rounded support system for the paper. The final manuscript remains the intellectual work of the author, who takes full responsibility for its content, accuracy, and interpretation. III. RESULTS TABLE 1 Level of Reading Comprehension of Grade Two Learners Before the Implementation of Integrative Performance Assessment in English N=23 Competences tested O 5 VS 4 S 3 FS 2 DNME 1 TWP WM DE R 1.Identifying the Beginning of a Story read 0 0 3 12 10 30 7 14 3 3 59 2.57 FS 3 2.Identifying the Middle of a Story read 0 0 4 16 8 24 5 10 6 6 56 2.43 FS 5 3.Identifying the End of a Story read 0 0 2 8 9 27 11 22 1 1 58 2.52 FS 4 4.Giving the Correct Sequence of Three Events in a Story 0 0 5 20 9 27 7 14 2 2 63 2.74 S 2 5. Answering Who, What, When, Where, and Why Questions 4 20 6 24 9 27 4 8 0 0 79 3.43 VS 1 AWM 2.74 S Source (Department of Education (DepEd), 2022) and McLaughlin & Allen,2022) Range Statistical Scores Descriptive Symbol Limit Equivalent 5 4.21-5.00 13-15 Outstanding O 4 3.41-4.20 10-12 Very Satisfactory VS 3 2.61-3.40 7-9 Satisfactory S 2 1.81-2.60 3-6 Fairly Satisfactory FS 1 1.00-1.80 0-3 Did Not meet Expectations DNME cognizancejournal.com Bebe-Lyn Walang Segundo, Cognizance Journal of Multidisciplinary Studies, Vol.5, Issue.10, October 2025, pg. 309-323 (An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal) ISSN: 0976-7797 Impact Factor: 5.183 Index Copernicus Value (ICV) = 92.57 ©2025, Cognizance Journal, ZAIN Publications, Fridhemsgatan 62, 112 46, Stockholm, Sweden, All Rights Reserved 315 TABLE 2 Level of Reading Comprehension of Grade 2 Learners After the Implementation of Integrative Performance Assessment in English. N=23 TABLE 3 Significant Difference in The Reading Comprehension Performance of Grade 2 Learners Before and After the Implementation of Integrative Performance Assessment N =23 t-comp =12.58 t0.05, 4df=2.132 Result: Significant difference Decision: Reject the null hypothesis Competences tested O 5 VS 4 S 3 FS 2 DNME 1 TWP WM DE R 1.Identifying the Beginning of a Story read 8 40 10 40 5 15 0 0 0 0 95 4.13 VS 3.5 2. Identifying the Middle of a Story read 6 30 13 52 3 9 1 2 0 0 93 4.04 VS 5 3. Identifying the End of a Story read 8 40 11 44 3 9 1 2 0 0 95 4.13 VS 3.5 4. Giving the Correct Sequence of Three Events in a Story 9 45 11 44 3 9 0 0 0 0 98 4.26 O 2 5. Answering Who, What, When, Where, and Why Questions 12 60 9 36 2 6 0 0 0 0 102 4.43 O 1 Average Weighted Mean 4.20 VS Competences Tested Before DE After D D2 1. Identifying the Beginning of a Story read 2.57 FS 4.13 VS 1.56 2.4336 2. Identifying the Middle of a Story read 2.43 FS 4.04 VS 1.61 2.5921 3. Identifying the End of a Story read 2.52 FS 4.13 VS 1.61 2.5921 4. Giving the Correct Sequence of Three Events in a Story 2.74 S 4.26 O 1.52 2.3104 5. Answering Who, What, When, Where, and Why Questions 3.43 S 4.43 O 1.00 1.000 Sum 13.69 20.99 7.30 10.9282 Average Weighted Mean 2.74 S 4.20 VS cognizancejournal.com Bebe-Lyn Walang Segundo, Cognizance Journal of Multidisciplinary Studies, Vol.5, Issue.10, October 2025, pg. 309-323 (An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal) ISSN: 0976-7797 Impact Factor: 5.183 Index Copernicus Value (ICV) = 92.57 ©2025, Cognizance Journal, ZAIN Publications, Fridhemsgatan 62, 112 46, Stockholm, Sweden, All Rights Reserved 316 IV. DISCUSSIONS Table 1 presents the level of reading comprehension of Grade 2 learners before the implementation of integrative performance assessment in English. The pretest results showing an average weighted mean of 2.74 classified as Satisfactory, indicates that learners have basic reading comprehension skills (e.g., identifying main ideas and details) but still struggle with higher-order comprehension, such as inference and summarizing. Such a level reflects learners who are adequately performing but are not consistently demonstrating proficiency across all reading comprehension skills. It further implies that Grade Two learners possessed a foundational grasp of reading comprehension but lacked the depth required for higher-order processing, such as inference and synthesis. DepEd MELCs (2022) emphasize repeated practice of "Answering WH questions about texts listened to or read" across K to Grade 2. Continued use of integrative strategies can further support their progress toward more advanced comprehension levels. This result is consistent with findings from the CALABARZON CoRE project (2022), which reported that many young Filipino learners begin with below-mastery reading levels and struggle with understanding textual meaning beyond literal recall. The finding further affirms persistent reading difficulties in early grade levels as identified in EDCOM II’s 2025 report, which emphasized the urgent need to reform literacy instruction using more authentic and performance-based approaches. The implications of these findings point to the importance of shifting from traditional recall-based assessments to integrative performance assessments that encourage learners to demonstrate comprehension through contextualized and purposeful tasks. Moreover, the 2018 PISA results, as cited by the OECD and reaffirmed in the 2019 NEAP brief, underscored the Philippines’ global literacy gap further validating the need for innovative, meaningful interventions in the early grades. Thus, the satisfactory rating observed in this study provides a critical baseline from which more targeted, integrative assessment strategies can drive measurable gains in comprehension and long-term learning outcomes. In addition, it was found out that the learners obtained the highest weighted mean of 3.43, classified as very satisfactory in answering who, what, when, where, and why questions. The finding that learners achieved the highest weighted mean of 3.43, in answering who, what, when, where, and why (5Ws) questions highlight their growing proficiency in literal comprehension, which forms the foundation of reading skills. This outcome suggests that while learners are developing the ability to extract basic information from texts, they may still struggle with deeper levels of understanding such as inference, evaluation, or synthesis. In other words, the 5 WH questions are foundational in early reading lessons and are introduced as early as Kindergarten and Grade 1 and teachers frequently use WH questions in daily oral and reading comprehension drills, story retelling, and worksheets. According to Talagtag (2023), literal questioning is a necessary first step in building students’ confidence in reading, especially in the early grades where comprehension scaffolding is essential. This aligns with the findings of Castañeda et al. (2024), who observed that using structured questioning techniques in Grade 2 significantly improves learners’ engagement and comprehension accuracy. Furthermore, this performance reflects progress toward Sustainable Development Goal 4, particularly Target 4.1, which seeks to ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes. However, the results also imply the need for enhanced instructional strategies that promote inferential and critical thinking tasks, as emphasized in the 2025 EDCOM II report, which recommends moving beyond literal-level questioning to develop learners’ reading resilience and text-based reasoning skills. Strengthening these aspects through integrative performance assessments can help transform satisfactory comprehension into mastery-level understanding. The grade 2 learners also obtained a satisfactory performance in giving the correct sequence of three events in a story. The satisfactory performance of Grade 2 learners in sequencing three events in a story may be attributed to a combination of developmental, instructional, and environmental factors. At this stage, learners are beginning to develop narrative connectedness and an understanding of how events unfold in a logical sequence, which are essential elements of reading comprehension (Ribeiro et al., 2025). Sequencing, or the ability to arrange story events in their correct order, is considered a foundational comprehension skill that reflects a learner’s grasp of story structure and temporal relationships between events (Gouldthorp, Katsipis, & Mueller, 2017). Instructional strategies also play a crucial role in developing sequencing skills. In many primary classrooms, teachers use visual scaffolds such as story maps, sequencing cards, and beginning-middle-end charts, which help learners organize ideas and recall story events more effectively (Reading Rockets, 2025). Additionally, learners benefit from explicit instruction and modeling of sequencing strategies, often integrated within a balanced literacy framework. This approach encourages gradual release of responsibility through read- cognizancejournal.com Bebe-Lyn Walang Segundo, Cognizance Journal of Multidisciplinary Studies, Vol.5, Issue.10, October 2025, pg. 309-323 (An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal) ISSN: 0976-7797 Impact Factor: 5.183 Index Copernicus Value (ICV) = 92.57 ©2025, Cognizance Journal, ZAIN Publications, Fridhemsgatan 62, 112 46, Stockholm, Sweden, All Rights Reserved 317 aloud, guided reading, and independent practice. Another contributing factor could be the learners’ repeated exposure to narrative texts in various formats oral stories, picture books, and multimedia texts which follow predictable structures. Such exposure builds schema and allows learners to anticipate story elements, improving both comprehension and sequencing ability (TeacherVision, 2024). The familiarity with narrative progression enables Grade 2 learners to more confidently identify and order events, resulting in satisfactory performance. Taken together, the developmental readiness of learners, supportive instructional practices, and consistent engagement with story-based materials likely contributed to their ability to correctly sequence story events in this study. On the other hand, the learners were rated as fairly satisfactory in identifying the middle of a story. This means that the learners have an incomplete grasp of narrative sequencing and comprehension considering that the middle portion of a story typically contains key events, character developments, and rising action elements that require the learners to synthesize details and understand cause-effect relationships. This moderate performance level implies that while they can recall basic events, they may struggle to connect plot points or recognize transitions in story structure. According to Cabardo (2022), comprehension challenges in the middle of texts are common among early grade learners due to the increasing complexity of language and events. Similarly, Mendoza and Lorenzo (2024) emphasized that integrative reading strategies such as story mapping and sequencing tasks improve learners’ ability to comprehend and reconstruct story events, particularly the middle parts. These results highlight the importance of strengthening learners’ engagement with story flow through performance-based assessments that promote narrative thinking. Aligning with SDG 4 (Quality Education), this suggests the need for continuous support in reading instruction to ensure that learners develop a coherent understanding of text structures, which is foundational to both academic growth and lifelong learning, United Nations, (2016). Furthermore, looking at all the tested competences, identifying the beginning, middle, and ending of a story, the learners found themselves as Fairly Satisfactory in these 3 competences. This means that while they possess basic narrative comprehension, they lack deeper understanding of story structure and sequencing. This highlights the need for more targeted and integrative instructional approaches that strengthen their ability to process, organize, and interpret story elements cohesively. This result aligned with the findings of Villanueva (2023), who emphasized that young learners often struggle with full narrative comprehension due to limited exposure to structured storytelling tasks, underscoring the need for explicit instruction in sequencing and story mapping and Ribeiro et al. (2025), when they stated that as students advance through early grades, their understanding of narrative progression and coherence improves; however, younger learners often struggle to delineate where one story part ends and another begins, especially when transitions are subtle. Instructional practice may also play a role according to TeacherVision, (2024) when they mentioned that while learners are exposed to various story texts, explicit teaching strategies that highlight B-M-E distinctions such as guided story mapping, sentence strips, or interactive storytelling may not be consistently or deeply implemented. While sequencing events in general showed satisfactory results, this specific competency appeared to challenge many learners. Without strong scaffolding or repeated modeling, young readers might identify events in the story but remain unsure of their structural placement. Moreover, some studies emphasize that narrative structure is best understood when learners are taught to retell stories using their own words, while being guided to think about what happens first (beginning), what major problem or action unfolds (middle), and how the story ends (Reading Rockets, 2025). If such practices are not systematically reinforced, students may struggle to form a complete mental model of story elements, resulting in only partial or fairly satisfactory mastery. The basic assumption which states that the level of reading comprehension of grade 2 learners before the implementation of integrative performance assessment in English is satisfactory is hereby negated. In Table 2 presents the level of reading comprehension of Grade 2 learners after the implementation of integrative performance assessment in English. The post-test results of the Grade 2 learners revealed an Average Weighted Mean (AWM) of 4.20, which falls under the Very Satisfactory category based on the assessment criteria used in the study. This significant result suggests that the learners demonstrated a high level of mastery in the reading comprehension competencies after the intervention using Integrative Performance Assessment (IPA) strategies in English. The post-test results further indicate that the intervention had a substantial positive effect on learners’ reading comprehension. This improvement suggests that the applied strategy integrative performance assessment enabled learners to engage more deeply with texts through contextual, task-based learning experiences. This