ABSTRACT
This qualitative-phenomenological study was conducted to find out the learners’ reading difficulties and their causes and teachers’ interventions among six (6) Junior High School English teachers and thirty (30) Junior High School learners as bases for School-based Reading Program. Results revealed that the reading difficulties as observed by the English teachers were: poor word recognition and decoding skills, deficiencies in reading comprehension, and challenges with multi-syllabic words; while those as manifested by the learners were: sounding out words and recognizing letter patterns, identifying and manipulating sounds, and comprehending and retaining text. The causes of learners’ reading difficulties as observed by the English teachers were: short attention span, poor reading foundation, and overdependence on technology, while those experienced by the learners were: phonological processing deficiency, lack of engagement and focus, and poor vision. The teachers’ interventions provided to learners were: providing simple and engaging activities, using interactive methods to make reading enjoyable, and offering scaffolding activities to support learners' progress.
Keywords: Learners’ Reading Difficulties, Teachers’ Interventions, School-based Reading Program
INTRODUCTION
Reading is the key that unlocks countless doors of opportunity and knowledge for every child. It nurtures imagination, expands horizons, and provides the foundation for lifelong learning and success. When children engage with books, they unlock the ability to think critically, nurture compassion, and gain profound insights into their surroundings. Encouraging a passion for reading from an early age paves the way for scholastic success and holistic development, thereby laying a strong foundation for them to thrive. Teachers should motivate and uplift their young minds to cherish the wonder and power of stories and literature.
However, many learners face reading difficulties that hinder their progress. These difficulties can stem from various factors, including inadequate instructional methods, lack of resources, and individual learning challenges.
The Program for International Student Assessment (PISA) results highlight the urgency of this issue. According to the latest PISA report, the Philippines ranked low in reading performance among 79 countries, with a mean score of 355, significantly below the OECD average of 487 as also reflected in the 2022 0f Iloilo Data on Reading and Numeracy Test. This highlights the importance of implementing tailored strategies to enhance the reading abilities of Filipino learners, guaranteeing that each learner has the chance to build crucial literacy abilities, fostering both their educational success and personal development.
The researcher has witnessed the significant challenges that learners with reading difficulties encounter daily. These struggles often result in lower academic performance, as these students find it hard to keep up with their peers in subjects that require strong reading comprehension skills especially in English and Filipino. The frustration and anxiety stemming from their difficulties can erode their confidence, thus leading to a lack of motivation and engagement in the classroom. This can create a cycle where their academic struggles and diminished self-esteem further hinder their ability to improve their reading skills.
Thus, the researcher believed that undertaking this study would lead to the implementation of reading interventions to provide these learners with the necessary support to improve their reading skills and comprehension.
These interventions would not only help learners catch up academically but also foster a positive attitude towards learning. By addressing reading difficulties early on, teachers can ensure that learners develop a strong foundation for future academic success. Moreover, effective reading programs can bridge the literacy gap and foster a learning space that embraces diversity and provides encouragement for every student.
see PDF attachment for more information