Electronic copy available at: http://ssrn.com/abstract=2712237 READING PROFICIENCY LEVEL OF STUDENTS: BASIS FOR READING INTERVENTION PROGRAM Jimmy Rey O. Cabardo Secondary School Teacher I/Part-Time College Instructor Hagonoy National High School/Southeastern College of Padada, Inc. E-mail: jimmyrey.phd@outlook.com ABSTRACT The study determined the reading proficiency level of Year 1 to Year 3 students in HNHS- Aplaya Extension High School as basis for reading intervention program for the school year 2014- 2015 using descriptive survey research design. The Philippine-Informal Reading Inventory (Phil-IRI) materials were used in assessing the level of reading proficiency of Years 1 to 3 students. The data were statistically analyzed using frequency, mean, standard deviation, t-test for paired sample and analysis of variance. All hypothetical questions will be analyzed and interpreted at 5% level of significance. The results revealed that majority of the students belonged to frustration level of reading proficiency in silent reading while in instructional level for the oral reading in which majority of the males are less proficient in reading compared to females in both silent and oral reading. There is no significant difference on the levels of reading proficiency levels of students when analyzed according to their year levels and gender. However, a significant difference on the levels of reading proficiency of students in silent and oral reading was found. Keywords: Reading Proficiency, Language, Reading Intervention Program, Descriptive Survey, Philippines INTRODUCTION In a technological age, most people are expected to possess basic skills in reading, writing and arithmetic. Nobody could translate one’s vision of a nation free from illiteracy without these basic skills. Information and knowledge nowadays constitute power and the skills required from a person to be able to access, interpret and process information (Wille, 2006). Hence, problem- solver, creative communicator and decision maker are the successful workers in today’s time (Broadfoot, 1996). Most industries and educational institutions focuses on the development of the overall potentials of its workers or its students in order to develop the desired goods and offer best services to the populace (Hungi, 2008). Without a doubt, the ability to comprehend written and spoken languages as well as to communicate ideas and concepts are vital in one’s growth and progress. Access to knowledge in the various disciplines is made possible through comprehension and communication and through the mastery of the several study skills, habits and attitudes, one can develop the enthusiasm necessary in the continual persistence of learning (Shippen, Houchins, Crites, Derzis & Patterson, 2010). Therefore, one that is unable to comprehend and communicate well in any forms is deprived