ABSTRACT
Reading proficiency is essential for academic success; however, many Key Stage 2 learners at Tigbauan Central Elementary School struggle with decoding, phonics, fluency, vocabulary, and comprehension due to gaps in foundational literacy skills and weak comprehension strategies. Emotional factors, such as reading anxiety and low self-confidence, further limit learner engagement and performance. Despite challenges, including absenteeism and limited resources, teachers continue to support learners through differentiated instruction, innovative strategies, and ongoing professional development. To address these concerns, the study proposes the Integrated Literacy Support Program (ILSP), a learner-centered framework that integrates systematic assessment, structured phonics and comprehension instruction, technology-assisted learning, motivational support, and strengthened home-school collaboration. The findings emphasize the need for consistent, collaborative, and holistic interventions to improve reading proficiency and support long-term academic success among Key Stage 2 learners.
Keywords: Key stage 2 learners, reading difficulties, school’s intervention, enhanced reading program
INTRODUCTION
In today’s educational landscape, many learners experience significant reading difficulties that hinder both their academic performance and personal growth. These challenges may manifest in several ways, including struggles with word recognition, limited comprehension skills, slow reading fluency, and difficulties in decoding text (Snowling & Hulme, 2021). Research has identified various factors contributing to these problems, such as learning disabilities (e.g., dyslexia), insufficient early literacy exposure, and ineffective instructional practices (Lyon, Shaywitz, & Shaywitz, 2023). Furthermore, the increasing reliance on digital learning has magnified literacy gaps, particularly among learners with limited access to resources or personalized support (Mol & Bus, 2021).
The consequences of persistent reading difficulties extend far beyond the classroom. Learners who struggle to read often experience lower self-esteem, decreased motivation, and reduced opportunities for future academic and career success. Hence, addressing these difficulties through targeted interventions and evidence-based instructional strategies remains essential to ensuring that all learners develop foundational literacy skills necessary for lifelong learning (Castles, Rastle, & Nation, 2023).
This study entitled “Key Stage 2 Learners’ Reading Difficulties and School’s Intervention: Bases for an Enhanced Reading Program” was conceptualized. It seeks to identify the specific reading difficulties faced by learners in Key Stage 2 particularly in phonics, fluency, comprehension, and vocabulary and examine the effectiveness of the school’s existing interventions.
These gaps are often rooted in inadequate instructional support, limited access to reading materials, or socioeconomic challenges that hinder literacy development.
By analyzing these issues, the study aimed to propose an enhanced reading program that is responsive to the learners’ unique needs and strengthens the interventions already in place. Furthermore, it may provide opportunities for teacher professional development, equipping educators with the tools and strategies necessary to effectively address reading challenges and improve literacy outcomes in the school.
The researcher was motivated to conduct this study after observing firsthand reading challenges faced by many Key Stage 2 learners in the school. Some learners struggle to decode even simple words, while others find it difficult to comprehend passages or read with fluency, which often leads to frustration, low confidence, and disengagement from learning. Despite the school’s interventions, gaps in reading performance remain evident.
This inspired the researcher to pursue the study with the hope of developing a more contextualized and enhanced reading program that would not only support struggling readers but also empower teachers in delivering more effective literacy instruction.
Furthermore, this study represented both a response to the pressing need for improved reading support and a personal commitment to helping learners overcome barriers that limit their academic and personal success.
see PDF attachment for more information