The Causes Of Reading Difficulties And It's

Perceived Effects On Their Academic Performance

Of The Students Of President
Garcia Memorial Institute Of Technology

Research Paper Presented to the Faculty

of President Garcia Memorial Institute of Technology
In Partial Fulfillment of the Requirements for the Subject
Inquires, Investigation, and Immersion
 ABSTRACT

This research paper focuses on the reading difficulties of students at

President Garcia Memorial Institute of Technology. It highlights the importance of
reading comprehension and aims to provide information to enhance students’
reading abilities. The study also assists teachers in finding solutions for struggling
students, guiding them in teaching reading with comprehension. Additionally, the
paper serves as a resource for future researchers exploring factors contributing to
reading difficulties.

Using a qualitative research design, the study explores students’

perceptions of the causes and effects of reading difficulties. Purposive sampling
was used to select participants, surveying 20 students and conducting interviews
with 9 teachers. Questionnaires and interviews were used as research instruments.
Relevant information was gathered from articles, e-books, and educational videos,
with guidance from an advisor. Data gathering involved interviews with teachers
and questionnaires distributed to students with reading difficulties. Findings
concluded that reading difficulties negatively impact students’ emotional and social
well-being. Students lack support, skills, and motivation, leading to issues like low
academic performance, self-esteem problems, and feeling left behind. Teachers’
suggestions offer effective ways to enhance students’ reading skills.

In summary, the research paper explores reading difficulties,

emphasizing support, motivation, and skill-building. It contributes to identifying
strategies for improving reading abilities among the students of President Garcia
Memorial Institute of Technology.

1
 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

In this chapter, the reader/s will encounter the introduction of this

qualitative research paper. This contains the Background of the Study, Significant
of the Study, and the problem statement.

INTRODUCTION
This research study is all about the descriptive research of the
causes of reading difficulties and it's perceived effects on their Academic
performance of the students of President Garcia Memorial Institute of Technology
to determine its problem regarding reading ability of their learners. One of the
reasons why the researchers conducted this study is to identify the main factors of
reading difficulties of the students and to suggest ways on how to improve the
students’ reading comprehension. By identifying the problem in reading difficulties
the educators could adjust their way of teaching to those learners who have problem
with reading comprehension.

Samatha G.(2022) defined reading comprehension as “the ability to process

what is being read, understand the meaning the author is trying to convey — both
textually and subtextually — and make inferences based on prior knowledge. This
fundamental skill is influenced by outside factors. The reader’s cognitive skills,
such as visual processing, processing speed, and logic and reasoning skills, can all
have an impact on their ability to comprehend text. Prior knowledge, language
fluency, and the ability to make inferences will also play a role in a reader’s
comprehension. Reading comprehension involves both text comprehension and
vocabulary knowledge. You need to know what each word means individually and
as part of the whole in addition to what the text is trying to convey.”

2
 “Reading comprehension is a complex process, involving a variety of
cognitive and linguistic skills. As a result, deficits in any cognitive ability important
to the comprehension process can potentially lead to deficits in reading
comprehension performance.” Mercedes S & Richard W. (2013). Reading
comprehension ability has a difficult process to improve, for it has to undergo the
variety of cognitive and linguistic ability of learners. The importance of cognitive
ability to the reading comprehension is it could change the learners ability to
comprehend regarding what the students reads.

According to Irena S. (2015) case study on Albania, Croatia regarding the

Reading Comprehension Problems Encountered by Foreign Language Students
shows that 20% having difficulties with new words, 18% have no background
knowledge, 15% have difficulties identifying the text, 13% of the respondents said
the text was lacks of organization, 15% of the respondents said the text was hard to
understand because of its lack of illustration, 10% of the respondents was tense
when reading, 10% was having a hard time with linking words and 5% was having
a difficulties with pronouns.

Ben D. (2022) the survey of UNICEF (United Nations International

Children's Emergency Fund) state that “Filipino students are likely to struggle
toward secondary school as most of them do not meet minimum proficiency in
reading, writing and mathematics, according to a comparative study conducted by
the United Nations Children’s Fund in the Philippines, Vietnam, Laos, Myanmar
and Malaysia. Less than 15 percent of schoolchildren in the Philippines, or about
three in every 20, can read simple texts in large part due to the longest schools
closure of more than 70 weeks as of the middle of February caused by the COVID-
19 pandemic, the United Nations Children’s Fund (Unicef) said in a report. The
latest Unicef assessment translates to a learning poverty—defined by the World
Bank as the share of 10-year-olds who cannot read or understand a simple story—

3
of more than 85 percent, which is slightly better than the World Bank estimate of
as high as 90 percent in November of last year. Learning poverty in 2019, or before
the pandemic happened, was 69.5 percent, according to the World Bank. Unicef’s
latest joint report with the UN Educational, Scientific and Cultural Organization
(Unesco) and the World Bank titled “Where are We on Education Recovery?”
showed that schools in the Philippines had been closed from face-to-face classes
the longest among the 122 countries that the report covered. Since the onset of the
pandemic in mid-March 2020, only a few schools in the country have returned to
in-person instruction and the government had piloted face-to-face schooling in
public schools, but in a limited scope as COVID-19 continued to rear its ugly head.
Next to the Philippines with the longest schools closure was Uganda, which was
nearing breaching the 70-week mark.”

Furthermore, every country is also facing difficulties regarding reading

comprehension issues, however, the Philippines belongs to those who have low
reading comprehension students. The ability of the learners to comprehend words,
story, or text and numbers is already low especially when the coronavirus-19
pandemic arises. Thus, the other factors of low reading comprehension of the
learners are: they came from low income households, some are not interested in
reading, and some are having difficulties analyzing the text they read and some are
they inherited it from their parents.

SIGNIFICANT OF THE STUDY

This research paper focus on the reading difficulties of the students of
President Garcia Memorial Institute of Technology. This study would benefit the
following:

4
Students: This research paper will help the students to realized the significance of
the reading comprehension, this could also serve as an information for the students
to improve their reading ability.

Teachers: This study will help the teachers come up with solutions for those
students who have reading difficulties and this could also help them educating their
students when it comes to reading with comprehension and this may serve as a
guide to identify their students who have reading difficulties.

Future Researcher: This research paper will help the future researchers, this may
serve as a basis for further information for their study or research paper regarding
the main factors of reading difficulties.

PROBLEM STATEMENT

This Qualitative Research aims to address the difficulties of reading ability

of the students of President Garcia Memorial Institute of Technology, it's
implications, and ways to combat these difficulties. To be more specific, the
researchers aims to answer the following questions:

1. What are the students' perceptions towards the causes and effects of
having reading difficulties?
2. What are the student's feelings towards reading difficulties?
3. What learning strategies should be proposed to improve the reading
abilities of the students?

5
REFERENCES:
Samantha G. (2022) WHAT ARE READING COMPREHENSION SKILLS?
(WITH EXAMPLES):
https://www.zippia.com/advice/reading-comprehension/#what-is-reading-
comprehension

Mercedes S. & Richard W. (2013) The Comprehension Problems of Children With

Poor Reading Comprehension Despite Adequate
Decoding: A Meta-Analysis: https://files.eric.ed.gov/fulltext/EJ1179277.pdf

Irena S. (2015) Reading Comprehension Problems Encountered by Foreign

Language Students, Case Study: Albania, Croatia. Academic Journal of
Interdisciplinary Studies, –. doi:10.5901/mjss.2015.v4n1s1p9 :
https://www.researchgate.net/publication/277626025_Reading_Comprehension_P
roblems_Enco
untered_by_Foreign_Language_Students_Case_Study_Albania_Croatia

Ben D. (2022): INQYIRER.NET: Lockdown’s impact: Unicef cites poor reading

skills among PH kids:
https://newsinfo.inquirer.net/1576573/lockdowns-impact-unicef-cites-poor-
reading-skills-among -ph-kids

6
 CHAPTER II

RELATED REVIEW LITERATURE

This chapter presents the related review and its international and local
studies that are related to our research paper to provide further background and
information. In other words, this chapter contains additional sources that will help
for better understanding of the research findings.

READING COMPREHENSION ABILITY

According to Zimmerman, S. and Hutchins, C. (2003) Reading
comprehension is the ability to read text, process it and understand its meaning. It
relies on two, interconnected abilities: word reading (being able to decode the
symbols on the page) and language comprehension (being able to understand the
meaning of the words and sentences). When we make sense of a text, however, we
don’t just remember the exact words and phrases we read. Rather, we form a mental
model of what the text describes by integrating the sense of the words and sentences
into a meaningful whole, like a film that plays in our head. Good comprehension is
vital if reading is to have a purpose, if a reader is to engage with and learn from a
text and, ultimately, if a reader is to enjoy what they’re reading.

LOCAL STUDIES
Tomas, M. Villaros, E and Gelman, S. (2021) conclude that the majority of
the learners were at the frustration level, hence, a need for improvement of the
reading level must be considered in devising development plans for the learners.
Also, the perceived causes, origins and attendant variables of the students’ reading
level were non-mastery of the elements of reading, presence of learners-at-risk, and
no culture of reading. The suggested reading programs and activities may form part
in the creation of contextualized reading curricula and be used as reading literacy

7
initiatives in the schools. These initiatives are categorized as Literacy Program,
Individual Reading Recovery Program and Enrichment/Enhancement Program.
These initiatives may be considered by the schools in developing the reading ability
of the students.

INTERNATIONAL STUDIES
According to international reading studies like PIRLS(Progress in
International Reading Literacy Study) and PISA(Programme for International
Student Assessment), females are better readers than males. A difference in IQ was
rejected as a possible reason since girls were not more intelligent than boys. The
idea that the difference may have something to do with a particular teaching method
was not accepted since various methods are used to teach reading. Some studies
claim that girls are subject to different demands and outlooks than boys and that
this could explain why girls seem better at reading. However, if this idea was
absolute, it cannot thoroughly explain the differences or why this difference seems
to disappear when the pupils become much older, 16 years and above. (Danielle,
2013)

David L. Neumann and Glenda Andrews (2019) concluded that Gender

differences in reading and writing achievement were found across all levels of the
ability spectrum. Girls outper-formed boys in mean reading and writing
achievement, and contrary to our hypothesis these gender differences do not appear
to be declining over the time period analyzed (1988 – 2015). Furthermore, there
were pronounced differences in gender ratios for poor readers/writers, with boys
greatly overrepresented. This pattern was reversed for those students attaining an
advanced proficiency standard, with significantly more girls than boys. Our study
also examined gender differences in younger students than those reported by
Hedges and Nowell (1995), finding a developmental effect toward larger gaps as
students progress through their schooling. These findings hold educational

8
implications for students’ academic success during primary and high school, as well
as academic readiness to embark on further college studies. A challenge for
researchers is to identify the precise nature of gender differences in reading and
writing so that educators can design targeted interventions to improve children’s
reading and writing skills.

In this century poor reading comprehension still exists in both men and
women. According to Horning (2022) Reading has long been problematic in higher
education. While colleges and universities once offered focused help with reading
in developmental courses, many of those courses have been abandoned in the face
of cutbacks, and in response to students’ needs to progress more quickly through
credit-bearing coursework, which developmental reading usually is not. Some
students can get help through summer bridge programs that offer intensive help in
reading skills prior to initial enrollment, and some get help in first-year writing
courses that focus on reading in combination with writing. The Accelerated
Learning Program, entails a corequisite approach in which students enroll
simultaneously in a three-hour noncredit integrated reading and writing course and
a three-credit college composition course, and it has been adopted by colleges and
universities around the country. In general, however, reading has largely been
ignored or had only minimal and inconsistent attention, despite students’ need for
help. Most importantly, students need to develop the ability to read all kinds of
sources critically. Evaluation of information for authority, accuracy, currency,
relevance, appropriateness and bias is critical to success in college and beyond.
Students are and will be participants in our democratic society; inability to read
critically will not only limit their success while in college but will also limit their
ability to assess candidates for public office; evaluate local, state and national policy
proposals; and complete assignments in the workplace.

9
CONCLUSION
Therefore, the researchers concluded that both local and international findings on
this
chapter have different claims regarding reading comprehension ability between
men and women. Furthermore, according to the studies above women have great
reading comprehension at a young age but it will change at the age of 16. On the
other hand, male have higher IQs than women but they did not take their studies
more seriously than their opposite gender resulting in making the women superior
in reading comprehension.

REFERENCES
Tomas, M. , Villaros, E. and Galman, S. (2021) The Perceived Challenges in
Reading of Learners: Basis for School Reading Programs:

Retrieved from;
https://www.scirp.org/journal/paperinformation.aspx?paperid=109033

Danielle (2013) Gender Differences in Reading Comprehension (Complete Guide):

https://irisreading.com/girls-better-reading-writing-than-boys/

David L. Neumann and Glenda Andrews (2019) Gender Differences in Reading and
Writing Achievement: Evidence From the National Assessment of Educational
Progress (NAEP):
https://www.apa.org/pubs/journals/releases/amp-amp0000356.pdf

Zimmerman, S. and Hutchins, C. (2003) Teaching Comprehension Background

Questions:
https://www.oxfordowl.co.uk/welcome-back/for-school-back/pathways-
page/pathwayslist/teachi ng-comprehension/background-questions-tc/wales--
16/what-is-reading-comprehension-and-whyis-it-important--
2#:~:text=Reading%20comprehension%20is%20the%20ability,of%20the%20wo
rds%20and%20sentences).

Horning, A. (2022) Critical Reading Skills: An Urgent Challenge:

10
https://www.insidehighered.com/views/2022/10/17/reading-skills-are-urgent-
challenge-higher-ed -opinion

11
 CHAPTER III

METHODOLOGY

This chapter presents the discussion on the research methodology of this

study. The research design, respondent of the study, research instruments and data
gathering procedure that will be used for accurate data analysis and interpretation.

RESEARCH DESIGN
This qualitative research study used the descriptive research design to
determine the students' perceptions towards the causes and effects of having reading
difficulties, as well as to determine the student's feelings towards reading
difficulties.

RESPONDENT OF THE STUDY

The researchers utilize the purposive sampling for this study wherein the
researchers’ selects their participants from the target population. The objective of
this study is to survey 20 students of President Garcia Memorial Institute of
Technology who have reading difficulties and we also interviewed the 9 selected
teachers of President Garcia Memorial Institute of Technology.

12
RESEARCH INSTRUMENTS
To gather data from the participants the researchers used questionnaires
and interview that serve as research instruments. The researchers read articles, e-
books, and watched relevant and accurate educational videos for preparation of this
research instruments. Furthermore, the researchers seek guidance to their advicer
in writing the findings of this study.

DATA GATHERING PROCEDURE

To gather data for this research paper, the researchers utilize interview
methods to collect information from teachers, as well as a questionnaire to gather
data from students who have reading difficulties. The researchers obtained a list
of teachers from President Garcia Memorial Institute of Technology and selected
a sample group of teachers to participate in this study. To gather more in-depth
information from teachers, they conducted one-on-one interviews with a selected
group of participants. For the student participants, a questionnaire was
administered containing questions about their reading difficulties, reading habits,
and the support they have received from their teachers and parents. These
questionnaires were distributed to a sample group of students who have been
identified as having reading difficulties. The questionnaires will be in an easily
understood language and distributed personally by the researchers, and responses
will be collected and analyzed to gain insights into the challenges faced by
students with reading difficulties.

13
 CHAPTER IV

RESULTS AND DISCUSSION

This chapter presents the findings of a qualitative study that explored the
reading difficulties experienced by students which aimed to understand the factors
that contribute to reading difficulties among students and identify effective
interventions to support struggling readers.

INTRODUCTION
This chapter is organized into sections that correspond to the research questions and
objectives. First, the study's findings regarding the types of reading difficulties
experienced by students are presented, along with the factors that contribute to
these difficulties. Second, the study's findings pertaining to effective interventions
for struggling readers are discussed, based on the experiences of educators and
students. Through an in-depth investigation of the experiences and perspectives of
students, and teachers this study provides valuable insights into the reading
difficulties experienced by students. In doing so, it sheds light on the challenges
that students face in becoming proficient readers and the strategies that can be
employed to support struggling readers.

STUDENTS PERCENTAGE FINDINGS

The table below is the findings of the cause, effects, and the students’
feelings about reading difficulties that the researchers have collected based on their
target population.

TABLE 1. Causes of Reading Difficulties

Questions 1 2 3 4 5
Strongly Agree Neutral Disagree Strongly
Agree Disagree

14
 1. I lack motivation to 6 4 3 6 1
improve my reading
skills (30%) (20%) (15%) (30%) (5%)

2. I experienced a lack 5 7 1 2 5
of reading support
at home. (25%) (35%) (5%) (10%) (25%)

3. I'm not familiar 7 6 4 2 1

with foreign words. (35%) (30%) (20%) (10%) (5%)

4. I am having a hard 7 8 3 1 1
time with word
pronunciation. (35%) (40%) (15%) (5%) (5%)
Based on the data presented in Table 1, 30% of the students strongly agree that they
lack motivation to improve their reading skills, while an additional 20% agree.
Furthermore, 25% of the students strongly agree that they lack reading support at
home, and an additional 35% agree with this statement. With regard to foreign
words, 35% of the students strongly agree that they are not familiar with them, and
an additional 30% agree. Moreover, 35% of the students are having difficulty with
word pronunciation, and an additional 40% agree with this statement.

TABLE 2. Effects of Reading Difficulties

5. I experienced 7 5 1 1 6
being bullied
because of my
reading skills. (35%) (25%) (5%) (5%) (30%)

6. I have low 4 2 5 5 4
academic
performance
because I have
reading
difficulties. (20%) (10%) (25%) (25%) (20%)

15
 7. I have low 4 6 1 5 4
self-esteem in
school because of
my reading
difficulties. (20%) (30%) (5%) (25%) (20%)
According to the data presented in Table 2, 35% of the students strongly agree that
they have experienced bullying as a result of their reading skills, while an additional
25% agree with this statement. Furthermore, 20% of the students strongly agree
that they have low academic performance due to their reading skills, with an
additional 10% agreed. Moreover, 20% of the students strongly agree that they have
low self-esteem in school as a result of their reading difficulties, and an additional
30% agree with this statement.

TABLE 3. Feelings of the Students About Reading Difficulties

8. I feel 8 4 2 1 5
embarrassed when
reading with many
people around me. (40%) (20%) (10%) (5%) (25%)

9. I feel left behind 12 3 0% 4 1

in my class
because of my
reading abilities. (60%) (15%) (20%) (5%)

10. I feel ashamed 7 4 2 4 3

when I can't read
sentences. (35%) (20%) (10%) (20%) (15%)
Based on the data presented in Table 3, 40% of the students strongly agree that they
feel embarrassed when reading with many people around them, while an additional
20% agreed. Moreover, 60% of the students strongly agree that they feel left behind
in class due to their reading abilities, with an additional of15% agreed. In addition,
35% of the students strongly agree that they feel ashamed when they can't read
sentences, with an additional 20% agreed to the statement.

16
INTERVIEW TRANSCRIPT FOR TEACHERS
The questions that the researchers have provided are interview questions
for teachers at President Garcia Memorial Institute of Technology. The questions
focus on topics related to improving reading skills among students and fostering a
love for reading, how the teachers would identify when a student requires additional
support or intervention in improving their reading skills, about teaching strategies
that the teachers believes are most effective in improving reading skills among
students and examples of how they have implemented these strategies in their
teaching and about effective strategies for encouraging students to enjoy reading
and how to engage them in reading activities beyond the curriculum. These
questions are designed to assess the participant's knowledge, experience, and skill
in the area of teaching reading skills, which is an essential foundation for academic,
social, and professional success.

RESEARCH PROBLEM QUESTIONS 3: What learning strategies should be

proposed to improve the reading comprehension abilities of the students?

INTERVIEW QUESTIONS:
3.1 ) As an educator, what strategies do you believe are most effective in
reading skills among students? Could you provide examples of how you have
implemented these strategies in your teaching?

● One (1) out of Nine (9) teachers said, “Teachers should introduce the seven
cognitive strategies of effective reading and make them reread familiar
text.”
● Another one (1) teacher out of Nine (9) said, “Make them practice reading
and make them do reporting to practice their reading skills. Example of this
is, make them read on PowerPoint and discuss it in front of the class.”

17
 ● One (1) of the teachers out of Nine (9) said, “Teach the students one-on-one
teaching because students may feel shy for being taught in public or with
peers and make them read story books in the library.”
● Two (2) out of nine (9) of the teachers said, “Make students read everyday
before the proper class begins and it should be monitored by the teacher and
make them take remedial class after the class schedule and give them
reading materials.”
● Meanwhile, One of the teachers said, “Reading everyday is one of the most
effective ways in improving one's reading ability or reading text to a student
who have reading difficulties and also make the students read in front of the
class.”
● Furthermore, two (2) teachers out of nine (9) said, “Give time to students to
read and encourage them to practice reading.”

● Moreover, another teacher said, “ Make them practice reading habits and
make them read loud to practice their word pronunciation.”

3.2) In your experience, what are some effective strategies for fostering a love for
reading in students? How do you engage students in reading activities beyond the
curriculum?

● One (1) of the teachers out of nine (9) said, “Make them understand what
they read to widen their vocabulary or mind and make them develop their
reading habits while they're still young.
● Another one (1) teacher out of nine (9) said, “Motivate them to read, give
them other ways to love reading, and make them practice reading
comprehension and also make them entertained through reading like ebooks
or social media posts.”

18
● Meanwhile, another one (1) teacher said, “Introduce some reading materials
using technology.”
● One of the teacher's answers to the interview questions is similar to the idea
of one teacher which is “Make them read with comprehension.”
● One (1) teacher said, “By giving them a paragraph or a phrase for the
students to study or giving them a task to read books.”
● Furthermore, one (1) of the teachers answered the interview questions and
said, “ Make them read their written essay and then correct them.”
● Moreover, two (2) teachers said, “Make them read in front of the class and
observed unfamiliar words for them and make them search its meaning for
their additional vocabulary.”
● In addition, one teacher said, “Make them be interested in books.”

19
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION AND

RECOMMENDATIONS

This chapter presents the summary of the findings, conclusions and

recommendations based on the data analyzed in the previous chapter.

SUMMARY OF FINDINGS
To summarize this research findings, the following research questions are
answered:

Question 1: What are the students' perceptions towards the causes and
effects of having
reading difficulties?
Answer: The data reveals that students encounter reading difficulties that
severely
impact their emotional and social well-being. They have difficulty staying
motivated, they do not have enough support to improve their reading skills,
they and struggle with unfamiliar words and pronunciation. Additionally,
many suffer from bullying, low academic performance, and low self-esteem.

Question 2: What are the student's feelings towards reading difficulties?

Answer: Based on the researchers findings, 40% strongly agree that
they feel embarrassed when reading in the presence of many people, while
20% agreed. Additionally, 60% strongly agree that they feel left behind in
class due to their reading abilities, with an additional 15% agreeing. Lastly,
35% strongly agree that they feel ashamed when they can't read sentences,
with an additional 20% agreed.

20
Question 3: What learning strategies should be proposed to improve the
reading abilities of the students?
Answer: According to the data that the researchers collected,
multiple teachers provided strategies that focus on reading regularly and
making it a habit, such as having students read every day before class and
encouraging students to practice reading. Other suggestions included
introducing cognitive strategies, practicing reading through reporting and one
teacher suggested one-on-one teaching, and making use of technology to
introduce reading materials. Improving the students reading skills through
making sure that students understand what they read, developing vocabulary,
practicing reading comprehension, and reading aloud to improve students
words pronunciation. Teachers also suggest finding ways to motivate students
to read, such as entertaining them with e-books or social media posts to read,
and making sure students are interested in the books they are reading.
Furthermore, one teacher said by observing student unfamiliarity with words
and make the students search for their meaning to add to students' vocabulary
on that way, the students could improve their reading abilities.

CONCLUSION
In this study, based on the results of this research the researchers
concluded that reading difficulties can have negative impacts on students'
emotional and social well-being. This study aims to determine the cause of
reading difficulties and it's perceived effects to the students of President
Garcia Memorial Institute of Technology. The researchers conducted an
interview and based on the data, many students struggle to stay motivated and
lack the necessary support and skills to improve their reading abilities. This
can result in social and emotional issues such as bullying, low academic
performance, low self-esteem, and shame because of their reading difficulties.
Additionally, many students feel embarrassed and left behind in class as a

21
result of their reading difficulties. Furthermore, it's a brilliant idea that the
teachers of President Garcia Memorial Institute of Technology suggested
ways on how to improve the students reading abilities and most of their
suggestions are efficient on improving the students reading skills.

RECOMMENDATION
For researchers conducting similar studies in the future, the current
researchers’ recommend to expand the scope of data collected beyond surveys
to gather more comprehensive information about reading difficulties and their
effects on students. Before conducting the study, it’s essential to conduct
reading session to target population to observe what they need to improve in
their reading if it’s pronunciation or words unfamiliarity, etc. The future
researchers can also consider using surveys or questionnaires and interview
to capture a wider range of perspectives about the cause of reading difficulties
from students, their teachers, and parents or guardians. Additionally, the
current researchers suggested for future researchers to use experimental
design and investigate the effectiveness of it’s various intervention that aimed
at supporting students with reading difficulties, and how such interventions
impact their social and emotional well-being. Furthermore, it is important to
consider conducting a longitudinal study to track the progress and the long-
term outcomes of students receiving interventions aimed at improving their
reading skills.

22
 BIBLIOGRAPHY

Samantha G. (2022) WHAT ARE READING COMPREHENSION

SKILLS? (WITH EXAMPLES)
Retrieved from: https://www.zippia.com/advice/reading-
comprehension/#what-is-reading-comprehension

Mercedes S. & Richard W. (2013) The Comprehension Problems of

Children With Poor Reading Comprehension Despite Adequate Decoding:
A Meta-Analysis Retrieved from;
https://files.eric.ed.gov/fulltext/EJ1179277.pdf

Irena S. (2015) Reading Comprehension Problems Encountered by

Foreign Language Students, Case Study: Albania, Croatia. Academic
Journal of Interdisciplinary Studies.Doi:10.5901/mjss.2015.v4n1s1p9
Retrieved from;
https://www.researchgate.net/publication/277626025_Reading_Comprehe
nsion_Problems_Encountered_by_Foreign_Language_Students_Case_Stu
dy_Albania_Croatia

Ben D. (2022): INQYIRER.NET: Lockdown’s impact: Unicef cites poor

reading skills among PH kids
Retrieved from; https://newsinfo.inquirer.net/1576573/lockdowns-impact-
unicef-cites-poor-reading-skills-among-ph-kids

23
Tomas, M. , Villaros, E. and Galman, S. (2021) The Perceived Challenges
in Reading of Learners: Basis for School Reading Programs
Retrieved from;
https://www.scirp.org/journal/paperinformation.aspx?paperid=109033

Danielle (2013) Gender Differences in Reading Comprehension

(Complete Guide)
Retrieved from; https://irisreading.com/girls-better-reading-writing-than-
boys/

David L. Neumann and Glenda Andrews (2019) Gender Differences in

Reading and Writing Achievement: Evidence From the National
Assessment of Educational Progress (NAEP)
Retrieved from; https://www.apa.org/pubs/journals/releases/amp-
amp0000356.pdf

Zimmerman, S. and Hutchins, C. (2003) Teaching Comprehension

Background Questions:
Retrieved from; https://www.oxfordowl.co.uk/welcome-back/for-school-
back/pathways-page/pathwayslist/teaching-comprehension/background-
questions-tc/wales--16/what-is-reading-comprehension-and-whyis-it-
important-
2#:~:text=Reading%20comprehension%20is%20the%20ability,of%20the
%20wo rds%20and%20sentences).

Horning, A. (2022) Critical Reading Skills: An Urgent Challenge:

Retrieved from;
https://www.insidehighered.com/views/2022/10/17/reading-skills-are-
urgent-challenge-higher-ed-opinion

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 APPENDIX B

SURVEY QUESTIONNAIRE

Part I. Causes of Reading Difficulties

Questions 1 2 3 4 5
Strongly Agree Neutral Disagree Strongly
Agree Disagree

1. I lack motivation
to improve my
reading skills

2. I experienced a
lack of reading support at
home.

3. I'm not familiar

with foreign words.

4. I am having a hard
time with word
pronunciation.

Part ll. Effects of Reading Difficulties

5. I experienced
being bullied because of
my reading skills.

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 6. I have low
academic performance
because I have reading
difficulties

7. I have low self-

esteem in school because
of my reading difficulties.

Part III. Feelings of the Students About Reading Difficulties

8. I feel embarrassed
when reading with many
people around me.

9. I feel left behind in

my class because of my
reading abilities.

10. I feel ashamed

when I can't read
sentences.

INTERVIEW QUESTIONS

1) As an educator, what strategies do you believe are most effective in reading skills
among students? Could you provide examples of how you have implemented these
strategies in your teaching?

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2) In your experience, what are some effective strategies for fostering a love for
reading in students? How do you engage students in reading activities beyond the
curriculum?

27