CHALLENGES OF TEENAGE STUDENTS WITH READING DIFFICULTIES

GROUP 5

ALAMANI JINNAH CAMILLE

DAYAO CHRISTINE JHOY

PABLO ZYRA NICOLLE

SALCEDO NAPOLEON

ROYALES DOMINGO

LACADIN TRISTAN

BAYUGA JEFFREY

BATARINA GIA

GARCIA MJ

2023
 CHAPTER I

Introduction

Reading difficulties can take many forms, including difficulty decoding words,

problems with comprehension, and challenges with reading fluency. These difficulties can be

caused by a variety of factors, including learning disabilities, neurological differences, and

inadequate instruction or support. Teenage students with reading difficulties can face a wide

range of challenges in their academic and personal lives.

For many teenagers with reading difficulties, the challenges they face in school can be

particularly daunting. They may struggle to keep up with their peers, fall behind in class, and

feel discouraged and frustrated by their difficulties. This can lead to feelings of low self-

esteem, anxiety, and even depression.

Despite these challenges, however, many teenagers with reading difficulties are able to thrive

and succeed with the right support and resources. With targeted interventions, such as

specialized instruction and assistive technology, these students can learn to read more

effectively and develop the skills and confidence they need to succeed in school and beyond.

Reading is defined as a cognitive process that entails decoding symbols to obtain meaning.

Reading is an active process of creating word meanings. Reading with a purpose directs

information and focuses the reader's attention. Although people read for a variety of reasons,
the primary goal of reading is to comprehend the text. Reading is a way of thinking. It allows

the reader to make use of prior knowledge. (Blakely,et.,al. 2022).

Reading comprehension is the heart and goal of reading, since the purpose of all reading is to

gather meaning from the printed page. By age six to seven children should be sensitive to

such characteristics of stories as the main character, sequence of events, inferences, the

motives and feelings of characters, and sentence order. As they get older, children should be

more efficient at recognizing and recalling facts, recognizing and inferring main themes and

relationships, drawing conclusions, making judgments and generalizations, predicting

outcomes, applying what has been learned, and following directions.(Olivia, et.,al.2018).

A student who is very slow in learning to read. Reading is Essential and serves as a basic

building blocks for learning, regardless of the school subject, be it language arts or even

math. In daily life they need to read things such as street signs or prescription proves

reading is also an important skill.(Aracelo, et.al.,2018)

Difficulty with reading is a common problem about one in five people (including

children) struggle with reading in some way. And since it is such an important skill,

reading difficulties can cause trouble in other areas of learning, including writing,

spelling, fluency, and comprehension. These barriers make it very hard for students to

perform well in school and often lowers self esteem. If your child struggles with reading,

it doesn’t mean he or she isn’t smart. There are many reasons why he or she may be

struggling, and most have nothing to do with intelligence. Learning why your child is

struggling can help him or her develop the skills needed to become a more skilled and

confident reader. (Oxford, et. al.,2022).

Statement of the Problem

The problem is that teenage students with reading difficulties often face challenges in

their academic pursuits. These challenges include struggles with comprehension, vocabulary,

and fluency, and can lead to difficulties in keeping up with their peers, low self-esteem, and

academic disengagement. Additionally, these students may be unaware of resources available

to help them overcome their difficulties, and may not receive the support they need to

succeed academically. These challenges can have long-term implications on their future

academic and professional success.

Objectives of the Study

1. to identify who are the teenage students with reading difficulties;

2. to identify the experiences of teenage students with reading difficulties;

3. to identify the reasons behind the reading difficulties by teenage students;

4. determine the challenges if teenage students with reading difficulties;

5. identify who supported them;

6. determine their life goals;

7. identify project that can be signed to teenage students with reading difficulties;

Significance of the Study

This research can help the PROJECT ABAKADA PROGRAM to develop and

implement effective strategies for improving the reading skills of teenage students. It can also

help in understanding the underlying causes of their reading difficulties, which can be

addressed through appropriate interventions. The result of this study can also be used to
inform policy decisions and to help in the development of effective reading programs for

students with reading difficulties.

This Study can be valuable to the following:

DEPARTMENT OF EDUCATION. To practice the students in reading by giving them

something to read and to know who are the student have difficulties in reading to monitor

them.

SCHOOL ADMINSTRATION. This will provide them the information to know and

discover the abilities of the student skill in reading.

READING COORDINATOR.Guidance and counseling,therapeutic instruction,planning

and evaluating of progress and achievement,and developing new materials as needed.

TEENAGE STUDENTS WITH READING DIFFICULTIES. The outcome of this study

may help them to understand the importance of reading nor reading with comprehension to

improve their reading.

PARENTS. The findings of this study will greatly assist many parents in increasing the

awareness of the need in providing their child with enough practices in reading.

FUTURE RESEARCHER. The results of this researcher is to be used as their reference and

to give the insights that this study offers and data to acknowledge the students who is related

in this research.

Scope and Delimitation of the Study

This study will be conducted to assess the students who have difficulties in reading in

Science City of Munoz, Nueva Ecija. This will be conducted in Munoz National High

School Main Senior High School that has four buildings for students and faculties. The

researchers will interview the selected students in MNHS Main Senior High School about

their experiences. This study will focus on evaluating the student’s level of reading difficulty
and the factors affecting them. This study can help identify factors affecting students with

reading difficulties, such as emotional and cognitive development, as well as their

educational choices. It can also help design social programs to support students in reading

and learning more effectively.

To determine the experiences of students who have reading difficulties, this research would

utilize 6 respondents who are studying at Muñoz National High School in Senior High School

and to know there respondent we do a interview and online survey for the students who have

a difficulty in reading.

Definition of Terms

Difficulty The quality or state of being hard to do, deal with, or understand..

Ability or skill of the student in reading words to determine the meaning.

Challenges A call to take part in a contest or competition, especially a duel.

Used to determine the problems they will face.

Comprehension The ability to process written text, understand its meaning, and to integrate

with what the reader already knows.

The action or capability of understang something.

Fluency The ability to read with speed, accuracy, and proper expression.

The ability to speak or write a foreign language easily and accurately.

Decoding The ability to apply your knowledge of letter sound relationaship,including

knowledge of patterns,to correcty pronounce written words.

To take out of code and put into understandable language.

Vocabulary Refers to the knowledge or words,including their structure.

The body of words used in a particular language.

Self efficacy An element of reading motivation thatis closely associated with a child’s

perceived attainments in reading and is less susceptible to the gender differences seen in

broader measures.

An individuals belief in his or her capacity to execute behaviors necessary to

produce specific performance attainments.

Self regulation The ability to understand and manage your behavior and your reactions to

feelings and things happening around you.

A process in which reader uses cognitive resources effectively, observes

and controls the comprehension and is highly motivated.

 CHAPTER II

REVIEW OF LITERATURE AND STUDIES

A students with reading difficulties often struggle with a range of academic and social

emotional challenges. These challenges can include difficulties with vocabulary, writing, and

self regulation, as well as lower levels of motivation and self efficacy.

This study benefit from explicit instruction in reading comprehension strategies, such

as summarizing, predicting, and visualizing. The study also found that students who received

this type of instruction showed improved reading comprehension and increased motivation to

read.

Overall, these studies highlight the importance of providing targeted interventions and

support for teenage students with reading difficulties, as well as the potential benefits of

using technology tools to support their learning.

The most noticeable issues faced by the teachers today is insufficiency in reading

comprehension among students of higher institutions of learning. This deficiency might affect

their academic performance. A great number of students without sufficient vocabulary

knowledge or effective learning strategies mostly face reading comprehension difficulties

(Nor & Rashid, 2018). They measured decoding and linguistic comprehension in multiple

ways to form latent variables to capture each construct. Nearly all of the variation in reading

comprehension at 7.5 years was captured by the two constructs, decoding and linguistic

comprehension. Other studies taking a similar approach have found the same (e.g., Language

and Reading Research Consortium [LARRC] & Chui 2018; Hjetland et al 2019; Lonigan,

Burgess, & Schatschneider, 2018). The ultimate goal of reading is comprehension: for the

reader to reconstruct the mental world of the writer. As skilled readers, this usually feels
pretty effortless and comprehension flows naturally as we read along. This sense of ease is

misleading, however, as it belies the complexity of what we do as we read, even when a text

is simple and straightforward. A whole range of cognitive and linguistic operations are at

play, from identifying individual words through to making inferences about situations that are

not fully described in the text (Castles, Rastle, & Nation, 2018). As children get older and

decoding skills increase, the correlation between linguistic comprehension and reading

comprehension strengthens. This reflects the fact that once a level of decoding mastery has

been achieved, reading comprehension is ultimately constrained by how well an individual

understands spoken language. It is hard to argue with the underlying principles of the Simple

View, or with the evidence base that now supports it. For example, Lervag, Hulme, and

Melby-Lervag (2018) followed nearly 200 Norwegian children as they learned to read.  From

this starting point, children gradually accumulate orthographic knowledge via reading

experience. This is a slow process of building expertise through which children harness their

powers of perception, memory and language to learn and to generalise (see Castles et

al., 2018).

Drawing across these studies, a strong case can be made that linguistic comprehension

is broadly captured by listening comprehension, that listening comprehension itself subsumes

children’s vocabulary, grammar and language processing abilities and that these abilities

(along with decoding) predict reading comprehension (LARRC & Chui, 2018; Foorman,

Petscher, & Herrera, 2018; Hjetland et al., 2019; Lonigan et al., 2018).This exploration of the

Learning to Read dataset shows that 7-year-olds with poor decoding also show impairments

in reading comprehension, in line with the principles of the Simple View. It would be a

mistake, however, to infer that reading comprehension is compromised by poor decoding

alone. Approximately one third of the sample showed poor oral language at 7 years, and these

difficulties were evident earlier in time, at school entry. These findings align with data from
family risk studies (Snowling & Melby-Lervåg ,2018). This figure also shows feedback

arrows from reading comprehension into language. This is to remind us of the importance of

reading experience. It is the substrate from which basic decoding skills develop and

automatise (see Castles et al., 2018).Reading comprehension, along with gender, was the

strongest predictor for ORC performance. In addition, reading fluency and written spelling

explained ORC variance over and above reading comprehension. These findings suggest that

struggling readers probably face difficulties online. Rapidly developing technology and the

ubiquity of the Internet have changed people’s reading practices, rendering the traditional

view of literacy insufficient (Hartman, Morsink, & Zheng, 2018). Reading to learn from

online information, often referred to as online research and comprehension (ORC), requires,

in particular, skills and strategies for locating, evaluating, and synthesizing online

information as well as for communicating one’s learning to others (Kinzer,et.al., 2018).

Understanding the consequences of poor literacy skills would help educators to design

tasks and supports for students with varying literacy skills. As such, this study examined how

different aspects of the literacy skills of reading, reading fluency, written spelling, and

reading comprehension predict sixth graders’ ORC performance. To achieve as thorough an

understanding as possible on aspects related to ORC performance, we also included prior

knowledge and nonverbal reasoning into our examination, as prior knowledge and inferential

processes are seen as integral components of reading comprehension (McNamara &

Magliano, 2018). A reader begins online research by identifying a question to answer or

problem to solve. In school or assessment contexts, the question or problem is often given to

students. However, students are still required to build an understanding of the given task

(Britt, Rouet, & Durik, 2018) that helps students to locate relevant information to solve the

problem. At the lower level of literacy skill development, the letter–sound decoding ability

enables readers to process the graphic symbols and to identify single words by connecting the
graphic symbol strings that is, letters or their clusters in spoken word representations (Kintsch

& Rawson, 2018).The development of fluency and effortless word recognition skills reduces

the amount of attentional resources allocated for decoding and improves reading

comprehension, which is a higher level of literacy skill (Fuchs, Fuchs, Hosp, &

Jenkins, 2018; Tilstra, McMaster, Van den Broek, Kendeou, & Rapp, 2018). In the current

study, we set out to examine how literacy skills (reading fluency, written spelling, and

reading comprehension), prior topic knowledge, nonverbal reasoning, and gender are related

to students’ ORC performance. We expected that reading comprehension, prior knowledge,

nonverbal reasoning, and gender would independently contribute to explain the variance of

ORC performance.Studies using similar types of online reading tasks have found

considerable overlap in skills needed in reading comprehension and online research tasks

(Salmerón et.al., 2018).

Because literacy skills partly overlap with ORC skills, instruction supporting

students’ literacy skills is important but not sufficient for educating skilled online readers. We

believe that struggling readers would benefit from instruction that is relevant to both

traditional reading and ORC. Online readers need effective comprehension strategies that

they can apply in the context of both single and multiple texts (Cho & Afflerbach, 2018; Britt

et al., 2018). As comprehension of multiple online resources goes beyond comprehension of a

single online resource, students need instruction on accessing, selecting, evaluating, and

using online resources that vary in their perspectives, interpretations, and genres (Britt et

al., 2018).

Children can develop higher-level language skills through strong core instruction,

beginning in PreK, that includes read-alouds of rich texts, text based discussion, and

opportunities for extended discourse to develop oral language. In addition, explicitly teaching

children reading strategies such as inferring and comprehension monitoring is effective with
relatively brief instruction. Some students have a specific reading comprehension deficit or

developmental language disorder which makes it harder to develop higher-level language

skills. Some of these students need much more deliberate instruction and additional support

delivered through Tier 2 and/or 3. Difficulties with reading comprehension can stem from

different underlying causes. Higher-level language skills, including inferring and

comprehension self-monitoring, are necessary for successful reading comprehension, and

problems with these skills can lead to problems with reading comprehension (Elleman, 2018).

One of the most common causes of reading problems is a delay in phonemic

awareness, the ability to break words into individual sounds in your head. For example,

turning not. Blends such bl are even more challenging as are similar sounding consonants .

This skill requires strong language processing. For the struggling early reader, text can look

like it’s written in Russian. There are so many unrecognizable words that it is overwhelming.

Also, retention requires context. If you tell your child a word, and he hears it the way you say

he sees it written on the page, he will retain it. But more often than not, the text and spoken

word are not a match and so it is not retained.Reading out loud is humiliating for struggling

readers. They feel the pressure of parents and teachers. In addition, they see how easily their

peers read, and so they feel frustration and shame that they cannot read. Consequently, they

avoid the torture of reading wherever possible (Gemlearning, 2018).

Poor vision and hearing loss may be treated by a visit to your child’s physician or family

optician. Depending on the severity of the hearing loss, your child may require hearing aids

and speech therapy to help them adapt new learning skills for reading and other school

subjects. Improper directional tracking is when the child tries to read numbers and words

from right to left instead of from left to right. Tracking issues also occur when a student will

confuse the order of the letters in a word or see them in reverse, such as seeing a “d” instead

of the letter “b” in the word “bed”. While this may be caused by poor vision, it can also be a
symptom of a larger problem, such as ADD or Dyslexia. Poor comprehension skills occur

when a child has an issue with following directions, remembering a series of numbers or

words, or not being able to understand what someone is saying to them. These issues can be

caused by hearing loss, ADD and other auditory processing disorders. When a child has

issues with decoding, he or she may be unable to break a large word into syllables or smaller

words. This can often be because they have problems with phonetics or fluency. A student

who has problems breaking down large words will have a limited vocabulary and will have

difficulty increasing reading comprehension in advanced grades. Decoding issues often stem

from auditory processing disorders or Dyslexia. (readandspell2018).

Related Studies

Improving beginning reading literacy through Marungko approach MARILOU T

Boltron, ARIEL L Ramos ASEAN Journal of Basic and Higher Education 5 (1), 1-12, 2021

The development of reading competence among young children is fundamentally crucial in

improving educational outcomes and has far-reaching implications. In fact, the competence to

read by an individual can transform him into a valuable economic asset for a country as

pointed out by the Organization for Economic Cooperation and Development (OECD).

However, despite this fact on the implied relationship of reading competence to a country’s

economic growth, the Philippines turned out to be the last among 79 countries based on the

report provided by the OECD through its Program for International Student Assessment

(PISA) in 2019 of which Filipino students around the age of 15 got a rating of 340 points in

reading comprehension, lower than the average of 487 points. Thus, this study contends that

this reading comprehension problem can be intervened and corrected by educators at the

ground level by developing reading comprehension skills through an effective beginning

reading teaching approach for its learners at the beginning reading stage to authentically
develop and solidify the foundational reading competencies of the learners such as the ability

to identify letter name, identify letter sound, discriminate initial sound, read familiar words

and read oral passage before promoting them to the next level. It is in this context that

beginning reading teachers may explore beginning reading teaching approaches such as the

Marungko approach to help improve in the teaching of these foundational reading

competencies. Thus, this quasi-experimental study was conducted to assess the effectiveness

of the Marungko Approach in developing these foundational reading competencies of Grade

1 Learners. Findings reveal that there is a significant difference between the pre and post-test

level of beginning reading competencies being tested. Hence it is concluded that Marungko

Approach is an effective key in improving the learners’ reading performance in the beginning

reading stage which is also a crucial foundation in the development of more

microcompetencies in reading resulting to an improved and solidified reading comprehension

skills that are crucial in the higher level of the educative process. (Marilouboltron,2021).

Synthesis

According to some students that in lower grade level having difficulties in reading,

because they were also developing their reading skills, because of the importance of reading

everyone should learn to read and should develop their reading skills. It depends on the

reader's knowledge and ability to read because other students already have the knowledge to

read and understand what they are reading, some of students are shy to read because they still

need some improvement to read and to understand what they reading.

Theoretical Framework

Educators use reading comprehension assessments to summarize academic achievement,

make decisions in diagnostic evaluations, and identify intervention needs. A challenge,

however, with using different assessments in practice is that student performance may change

depending on which assessment is administered. This article guides educators in evaluating

student performance across multiple assessments, specifically when making decisions for

students with learning disabilities (LD) in reading. First, this article provides educators with

guidance in establishing a student’s foundational skills, specifically those that may contribute

to low performance on reading comprehension assessments. Next, the article presents steps

for examining the texts and assessment methods commonly used in measures of reading

comprehension. The article concludes with recommendations for evaluating student

performance when considering a student’s foundational skills and characteristics of reading

comprehension assessments. (Collins, Lindström, 2018).

Reading is one of skills considered important in language learning and like the other skills,

the mastery is influenced by some factors. This research is an attempt to find out the

difficulties faced by students in doing reading comprehension to find the perfect technique or

method to overcome the problem and answer the research questions (1) what difficulties are

faced by students in doing reading comprehension test?(2) what are the causes of the

difficulties?(3) what methods or learning activities are applicable in the classroom to

overcome the difficulties?. The method of this study is explanatory multi-method strategy by

first giving test to students then analysed the results of the test. A questionnaire was

distributed to find out students’ expectation to the class. The findings show that students face

problem related to vocabulary knowledge or mastery. These problems are related to poor

habit of reading and less interesting reading comprehension course they have in the

classroom. Students need more interactive learning activities to be applied in the classroom

such as games, or audio visual media to keep them interested in the lecture or reduce the

anxiety. So here, the teachers should be more aware of problems faced by students and

provide more interactive teaching techniques. (Nurjanah, 2018).

 According to the Literacy Theory under Sociocultural Theories: A middle-ground

between constructivist and ecological theories, sociocultural theories emphasize the child's

environment and skills to better present the next teaching moment. Also known as emergent

literacy theory, children learn individually but are shaped by their environment and peers,

family, and others. Sociocultural theories embrace the interactive nature of learning. Marie

Clay's work is the primary basis for these types of theories. Lev Vygotsky built on this work

and stated that children learn best when they work with someone more experienced and with

whom they have a connection. Socio cultural theories are often seen in smaller classrooms

and teaching environments. For example, a teacher might have learning goals for their

students as a group, but also tailor their lessons to individual students who appear to be

struggling. If this teacher works with individual students, or if the students have access to

someone more knowledgeable whom they can copy and imitate until they learn the needed

skills, they can catch up with their peers. (Campo, Stewart 2022)

Conceptual Framework

Expreriences.
Project Abakada
Program.

Teenage students
with reading
difficulties.

Life Goals. Challenges.

Support.
 CHAPTER III

Methodology

Research Design

This study utilized a qualitative methodology, specially the case study

research design, the lowest in reading comprehension is the main reason that compelled the

researcher to conduct the study with the use of the PROJECT ABAKADA PROGRAM in

strengthening Reading Comprehension. In addition, at the Division of Reading, there is an

issue regarding reading difficulties among Grades 11 of public senior high school. Despite

many strategies being applied, they still find it difficult to read and comprehend. The purpose

of this paper is to determine the effectiveness of the PROJECT ABAKADA PROGRAM in

strengthening. Reading Comprehension and test the hypotheses that there is no significant

relationship between the performance of the two groups considering the results of the post

test in Reading Comprehension. There were (6) participants in the study, the experimental

group, who utilized the PROJECT ABAKADA PROGRAM and the comparison group, who

were subjected. Each approaches utilized Six (6) students in SHS. The instrument used was

the pretest and post test validated by experts. A research design guided the conduct of the

study. Findings revealed that there was a significant difference in the performance between

and among the participants public Senior High school (SHS). For instance, in Grade 11 it was

noted that the performance of Senior High School was a bit higher than and was considerably

higher than that of Muñoz National High School, running over in reading proficiency the

other two School. The action plan was proposed by the researcher of the study to strengthen

their reading comprehension of the learners.

Locale of the Study

The research location of this study was at Muñoz National High School- Main-Senior

High School a secondary public high school located in Brgy. Villa Pinili, Science City of

Muñoz, Nueva Ecija. It was established in 2016 and becomes a stand-alone school for senior

high school. Before it was under the Muñoz National High School- Main together with the

Junior high school but because of the large number of students it was detached with the junior

high and became a stand-alone school for senior high. Currently, it has 1,398 Grade 12 and

1,398 Grade 11 students for a total of 2,796 senior high school students. At present there is 71

teachers six of them was masters and five SGH, one principal and one Assistant principal.

There are two four storey building for Grades 11 and 12,one storey buildings for

administration and learning rooms, one home economic building and currently building for

welding (SMAW) workshop. There are two tracks being offered the Academic and Technical

Vocational and Livelihood Track. While the strands offered are HUMSS, ABM, TVL,

STEM,GAS. For this School Year 2022-2023,The study was conducted during second

semester of School Year 2022-2023.

Instrumentation and Data Collection

The questions based on the researcher’s their review of the literature about the teenage

students with reading difficulties. It was composed of eight (5) questions, This is the Sample

questions are 1.Kamusta ka? Maari mo ba akong kwentuhan tungkol sa iyong karanasan sa

pagbabasa?(How are you? Can you tell me about your reading experience?) 2.Maaari mo ba

akong kwentuhan sa mga dahilan ng iyong hirap sa pagbabasa?( Can you tell me the reasons

for your reading difficulties?) 3.Ano ang mga hamon na kinakaharap mo tuwing ikaw ay

pinapabasa o hirap sa pagbabasa?( What challenges do you face every time you read or read
hard?). 4.Mayroon bang tumutulong sa iyo sa pagbabasa?Sino ang tumutulong sa iyo?( Does

anyone help you read? Who helps you?) 5.Ano ang iyong mga pangarap sa buhay?( What are

your dreams in life?) .These were crafted in a way that the participants would be able to tell

stories spontaneously about themselves, their experiences, challenges, generated support and

their goals in life. As such, follow-up or probe questions were deemed necessary to elicit

more stories from the participants. Also, all questions were written in Filipino and translate to

English.

Tools for Data Analysis

The current study focuses on the effects of previous exposure to a traditional reading

approach in Filipino on the decoding proficiency. Problems in reading Filipino words

committed by five and six year old children in an outreach preschool within a low income

community are analyzed using decoding error pattern analysis. The results are attributed to

the orthography of the Filipino language and the contextual variables that affect developing

reading abilities among the sample group. The researchers conclude that during transitions

from one reading approach to another, the unlearning of previously acquired letter sound

correspondences poses difficulties even in the mother tongue. Bustos-Orosa and Ferrer

(2018).
CHAPTER IV