International Journal of English Language Studies ISSN: 2707-7578 DOI: 10.32996/ijels Journal Homepage: www.al-kindipublisher.com/index.php/ijels IJELS AL-KINDI CENTER FOR RESEARCH AND DEVELOPMENT Copyright: © 2022 the Author(s). This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC-BY) 4.0 license (https://creativecommons.org/licenses/by/4.0/). Published by Al-Kindi Centre for Research and Development, London, United Kingdom. Page | 38 | RESEARCH ARTICLE Identifying Reading Miscues and Reading Performance in the Oral Reading Verification Test in English: Basis for an Intensive Reading Program Daisy Y. Canoy 1 and Arlene B. Loquias 2 ✉ 1 Master Teacher 1, Department of Education, Bohol Division, Philippines 2 Assistant Professor 3, College of Education, Holy Name University, Tagbilaran City, Philippines Corresponding Author: Arlene B. Loquias, E-mail: aloquias@hnu.edu.ph | ABSTRACT Reading serves a vital role in achieving quality education. However, it is alarming to note the learners' poor reading performance in national and international assessments, which schools must address. In this study, the pupils' reading performance is looked into through the Oral Reading Verification Test (ORVT). It is a tool that assists in determining the reading strengths and weaknesses. It also helps to identify the pupils struggling with decoding and comprehension fluency. This study aims to determine the pupils' reading performance profile and the common reading miscues in the pupils' ORV pretest and posttest results. The study employed the descriptive method and was conducted at San Isidro Elementary School, Pilar, Bohol, with 200 pupils as participants from Grades IV, V, and VI. The One-Way-ANOVA F-test was used in identifying the significant mean difference in the pupils' ORV pretest and posttest scores of the control group. The pretest results showed that most of the pupils were at the frustration level, meaning they were slow readers and had poor comprehension. The posttest shows an evident improvement in the pupils' reading performance from frustration to instructional levels. This result was verified when it found a significant difference between pupils' Oral Reading Verification pretest and posttest. The pretest also showed several reading miscues, significantly improving during the posttest. Findings also reveal a significant difference in the pupils' performance when grouped according to grade levels. This study recommends that teachers conduct remedial classes in reading for pupils at the frustration level category and encourage them to read more English reading materials. Likewise, peer tutoring initiated by learners at the independent level is encouraged to help those who are slow readers. Teachers should apply different teaching methods and strategies in reading to catch the pupils' attention, boost their confidence, and read fluently with good comprehension. | KEYWORDS Reading Comprehension, Oral Reading, Reading Miscues, Reading Fluency | ARTICLE INFORMATION ACCEPTED: 03 November 2022 PUBLISHED: 20 November 2022 DOI: 10.32996/ijels.2022.4.4.6 1. Introduction Reading serves as the foundation of learning. People are now expected to understand the text on a basic level. The ability to understand spoken and written language and convey thoughts and concepts is critical to a person's development and progress. Students' ability to recognize words and their level of comprehension is critical in achieving high-quality education. It helps students develop the knowledge and skills needed to become effective, independent readers who understand what they read. In the 2018 Program for International Student Assessment, the Philippines ranked last in reading comprehension for boys and girls among the 79 participating nations and economies. The country has the highest proportion of underachievers in reading. Reading was the prime focus assessed, and the Philippines' average reading score was 340, more than 200 points lower than China's. The country has the highest rate of reading underachievers, and its participation in PISA helps define the foundation for international standards and measure the efficacy of future improvements. (2018 PISA- Philippine National Report)