Authors: Angel Grace L. Tiempo1, Norhanie D. Macarao2
1College of Arts and Sciences, Misamis University, Ozamis City, 2College of Arts and Sciences, Department of English, Mindanao State University Buug Campus, Datu Panas, Buug, Zamboanga Sibugay
Email: angelgracetiempo@msubuug.edu.ph1, norhanie.macarao@msubuug.edu.ph2
ABSTRACT
The ongoing debate about the interdependency of reading comprehension between the first language (L1) and the second
language (L2) has been a significant topic since reading is believed to be a fundamental skill crucial for learning and academic success. The difference between the reading comprehension in L1 and L2 among Grade 6 pupils was examined in
this study to assess the relationship between their abilities in both languages using the PHIL-IRI reading materials. It has
been discovered that no significant difference was found between their L1 and L2 reading comprehension based on their
post-test scores: L1 (M=65.167, SD=10.787, n=120) and L2 (M=66.208, SD=12.178, n=120) at the .05 level of significance (t=-
0.841, df=124, p=0.402), further signifying that the pupils’ reading comprehension in L1 and L2 is com-parable but does not
significantly differ. L1 can positively influence L2 reading skills, thus highlighting the importance of strengthening L1 reading comprehension to enhance L2 reading skills, as identified in the significant correlation between L1 and L2 reading
comprehension. Addressing the disparities in learning outcomes by promoting inclusive and equitable quality education
aligns with Sustainable Goals 4 (Quality Education) and 10 (Reduced Inequality) and increasing exposure to L1 is essential
for developing better L2 reading skills. Addressing these challenges in bilingual education reflects the broader educational
strategy, especially in ASEAN countries, including the Philippines, which helps to improve reading comprehension to ensure learning and academic success.
Keywords: reading comprehension, L1, L2, Grade 6, Bilingual education