Writing Competence and Active Reading Experience as Dterminants to Reading Comprehension of Grade 12 Students
by Almazan, Trixia Mae Z, Asna, Samantha V, Baradillo, Jay M, Cahapon, Janelle J, Cariño, Ma. Pauline Shane B, Flores, Benigno L, Ganzan, Decie, Jamile, Kathlene Clauie M, Magluya, Ella Marie M, Polancos, Kevin Floyd R, Pradia, Nica M, Suyac, Jazzy P, Tiro, Bebie Fe T, Ventula, Dizamae Q, Villegas, Angelica R, Ybañez, Ruelyn L
Published: March 8, 2026 • DOI: 10.47772/IJRISS.2026.10200320
Abstract
This study aimed to determine the influence of writing competence and active reading experiences on the reading comprehension of the Grade 12 students. Using a quantitative research design, the study examined how the domains of writing competence such as grammatical fluency, writing habits, and students’ independence in writing, together with active reading experience including technology, purpose, and physical strategies, predict students’ reading comprehension. The respondents were Grade 12 students from Lorenzo S. Sarmiento Sr. National High School who were selected through appropriate stratified random sampling. Data were collected using validated survey questionnaires and analyzed through multiple regression analysis. The findings revealed that writing competence has a significant influence on reading comprehension, with students’ independence in writing emerging as the only significant predictor. Grammatical fluency and writing habits showed no significant influence. In addition, active reading experiences did not significantly predict reading comprehension. Overall, the results suggest that students’ ability to work independently in writing plays an important role in improving reading comprehension and offers useful implications for instructional planning.