Authors : Alma D. Espeña; Manuel V. Estera

Volume/Issue : Volume 11 - 2026, Issue 1 - January

Google Scholar : https://tinyurl.com/3xdsxk49

Scribd : https://tinyurl.com/46uyt4vx

DOI : https://doi.org/10.38124/ijisrt/26jan444

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This research examined the reading comprehension abilities of Key Stage 2 learners and their impact on proficiency in mathematics word problems. The study sought to evaluate the learners' reading comprehension proficiency, assess their capability in solving word problems, and ascertain the degree to which understanding impacts problem-solving results. The study employed a descriptive research approach, involving selected Key Stage 2 learners who participated in reading comprehension assessments and arithmetic word problem assessments. The results showed that how well learners understand what they read has a big impact on how well they do at problem-solving. The most important things that helped learners solve word problems are knowing the words, being able to pick out important details, being able to make inferences, and being able to spot issue situations. Learners who understood the material better are able to understand the issues, choose the right operations, and get the right answers. The results showed how important reading comprehension is in problem solving. The study suggests that teachers include literacy tactics into Math lessons, offer guided practice in breaking down problem statements, and create interventions that focus on both reading and numeracy skills. To help Key Stage 2 learners do better in Math, they need to work on their understanding process in reading.

Keywords : Reading Comprehension, Word Problem Performance, Key Stage 2 Learners, Integrated Literacy and Numeracy Plan.

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