Through the Lens of Struggle: An Inquiry into the Reading Difficulties of Secondary High School Learners


Authors : MIRAFLOR C. FULGUERINAS

Volume/Issue : Volume 9 - 2024, Issue 4 - April

Google Scholar : https://tinyurl.com/bdfbzmkh

Scribd : https://tinyurl.com/mr3483j4

DOI : https://doi.org/10.38124/ijisrt/IJISRT24APR2335

Abstract : This research, adopting a Phenomenological approach, focuses on understanding the challenges students encounter in comprehending, decoding, and processing written information. Grounded in G. Reid Lyon's Phonological Processing Deficit Theory, introduced in the 1990s, the study aims to uncover the struggles of secondary high school learners facing reading difficulties. Data were gathered through In-Depth Interview and Focused-group Discussion among secondary teachers. Content thematic analysis was used to craft the main themes. Lived experiences on the struggles of secondary high school learners with reading difficulties were: reading difficulties in secondary learners, weak vocabulary and language skills, comprehension issues, learning disabilities, lacking reading motivations, difficulty with reading instruction, and technology distractions. Coping mechanisms were coined to the following themes: time management, active reading strategies, and multimodal learning resources. And finally, educational Insights that can be drawn to Mitigate reading difficulties of secondary learners: teaching approach and recognition of diverse learners, and effective encouragement through access to books and empowering tools. In the future, DepEd plans a comprehensive policy for reading difficulties, prioritizing tailored teacher training, diverse resources, and continuous support for an inclusive environment, while research informs policy and innovative education approaches.

Keywords : Phenomenological Approach, Phonological Processing Deficit Theory, Secondary High School Learners, Coping Mechanisms and Deped Comprehensive Policy.

References :

  1. Abdullateef, S. T. (2022). Learning Disability: Working Hard, yet Achieving Low  (A Case Study of At-Risk EFL Learners). Reading & Writing Quarterly,  doi: 10.1080/10573569.2022.2052773
  2. Agbayani, R. (2021). Redesigning Approach in Developing Vocabulary Skills  among English Language (ESL) Learners: Efficacy of Direct Morphological Instruction. International Journal of English and Literature,  doi: 10.22161/IJELS.61.29
  3. Almeida, A. M. (2022). The accessibility of Digital Learning Resources: an  analysis of audiovisual resources.   Doi: 10.1145/3563137.3563144.
  4. Australian Christian College. (2023). Time management skills that improve  student learning. Retrieved from https://www.acc.edu.au/blog/time-management-skills-student-learning/ on January 7, 2024
  5. Aydin, Yücesan, Durgunoglu., Anurag, Sagar., Katherine, E., Fagan., Amy,  Brueck. (2021). Improving the Comprehension and Vocabulary Skills of English Language Learners with Content Integrated Language Instruction for Adults..   doi: 10.35847/AYUCESAN.ASAGAR.KFAGAN.ABRUECK.3.1.34.
  6. Brady, A., Kim, Y.,  Spiegel, J. V.  (2022). Learning in the Face of Digital Distractions.   Doi: 10.4018/978-1-7998-9243-4.ch006.
  7. Chester, C., Relleve, O. (2023). Teachers’ challenges, capabilities, and needs in  teaching learners with reading difficulties.   Doi: 10.56003/jse.v3i3.173.
  8. Ching, L., Dionisio, P. G., Ilustre, R. (2022). Vocabulary Acquisition and Learning Strategies in Second Language Learning: A Review Paper. International journal of English language studies,  doi: 10.32996/ijels.2022.4.3.9.
  9. Cresswell JW, Plano Clark VL. (2011). Designing and conducting mixed method research. 2nd Sage; Thousand Oaks, CA:. [Google Scholar].
  10. Coffey, A., & Atkinson, P. (1996). Making sense of qualitative data:  Complementary research strategies. Sage Publications, Inc.
  11. Colliot, T. (2022). How Digital Distractions Influence Learner Information  Processing.   Doi: 10.4018/978-1-7998-9243-4.ch003.
  12. Cruz, U. (2024). 10 Best Reading Strategies for Students. Retrieved from  https://www.splashlearn.com/blog/reading-strategies-for-students-teachers-need-to-use-these/ on January 7, 2024.
  13. Dony, Efriza., Dini, Deswarni., Marsika, Sepyanda. (2023). What Can Reading Motivation Do for Improving Student’s Reading Comprehension? Implications for Reading Instruction in the School. English Franca,  doi: 10.29240/ef.v7i1.4344.
  14. Engage Education. (2020). Effective Teaching Strategies That Accommodate  Diverse Learners. Retrieved from https://engage-education.com/za/blog/effective-teaching-strategies-that-accommodate-diverse-learners/ on January 7, 2024.
  15. Fan, H. (2023). Study of Vocabulary Teaching Model in Senior Middle School  from the Perspective of Multi-modal. Frontiers in Humanities and Social Sciences,  doi: 10.54691/fhss.v3i3.4465.
  16. Guion, L. A., Diehl, D. C., & McDonald, D. (2011). Triangulation: establishing the  validity of qualitative studies: FCS6014/FY394, Rev. 8/2011. Edis, 2011(8), 3-3.
  17. Hartley, K. (2022). Smartphone-Induced Digital Distractions.   Doi: 10.4018/978- 1-7998-9243-4.ch009.
  18. Hashim, H. (2023). Language Learning Strategies used by ESL Primary School  Pupils to Enhance Grammar and Vocabulary Skills. International journal of academic research in business & social sciences,  doi: 10.6007/ijarbss/v13-i7/17760.
  19. Hawthorne, H. (2021). How to Promote a Reading Culture in Schools. Retrieved  from https://www.highspeedtraining.co.uk/hub/how-to-promote-a-reading-culture-in-schools/ on January 7, 2024.
  20. Hong, H. (2022). Diagnostic evaluation and educational intervention for learning  disabilities. Journal of medicine and life science (Online),  doi: 10.22730/jmls.2022.19.1.1.
  21. Hove, N., Phasha, N. (2023). Inclusion of learners with learning disabilities in the  Vaal Triangle mainstream classrooms. African Journal of Disability,  doi: 10.4102/ajod.v12i0.1163.
  22. Khafidhoh, Khafidhoh., Novia, Nurul, Hikmah, Abdullah. (2022). Junior High  School Students’ Difficulties in Reading English Texts. Ahmad Dahlan Journal of English Studies,  doi: 10.26555/adjes.v9i2.213.
  23. Litonjua, E. (2020). What Is Multimodal Learning? Retrieved from  https://elearningindustry.com/what-is-multimodal-learning on January 10, 2024.
  24. Ligudon, J., Ildefonso, L. A. (2022). Reading strategies employed by senior high  school hilipp teachers in the hilippines. Quantum Journal of Social Sciences and Humanities,  doi: 10.55197/qjssh.v3i2.134.
  25. López, V., Pintó, R. (2017). Identifying secondary-school students’ difficulties  when reading visual representations displayed in physics simulations. International Journal of Science Education,  doi: 10.1080/09500693.2017.1332441.
  26. Lourdes, Moreno., Rodrigo, Alarcon., Paloma, Martínez. (2020). EASIER system.  Language resources for cognitive accessibility..   doi: 10.1145/3373625.3418006.
  27. Maglangit, M. A., Limpot, M. (2022). Reading Motivation, Classroom Climate, and  Self-Directed Learning Readiness: A Structural Equation Model in Task Motivation of Students. Asian journal of education and social studies,  doi: 10.9734/ajess/2022/v37i1792.
  28. Mariposa, M., Bautista, R. (2023). Filipino Students’ Reading Abilities: A Note on  the Challenges and Potential Areas for Improvement.   Doi: 10.57092/ijetz.v2i2.128.
  29. Mauthner, N. S., & Doucet, A. (2003). Reflexive accounts and accounts of reflexivity in qualitative data analysis. Sociology, 37(3), 413-431.
  30. Margarito, B., Callao., Lariz, Mae, R., Uy. (2020). Improving the reading  instruction among learners. International Journal of Advance Research and Innovative Ideas in Education.
  31. May, M. (2022). 7 Reasons to Love — and Leverage — Multimodal Learning in Your Classroom. Retrieved from  https://www.solidprofessor.com/blog/multimodal-approach-learning/#:~:text=From%20a%20more%20qualitative%20standpoint,engagement%20with%20the%20course%20content. On January 7, 2024.
  32. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded  sourcebook. Sage.
  33. Meng, Y. (2023). Journey from Learning Disabilities to Learning Abilities.   Doi: 10.4324/9781003370222-13.
  34. Patton, M. Q. (2003). Qualitative evaluation checklist. Evaluation checklists  project, 21, 1-13.
  35. Prinz-Weiß, A. (2023). The Influence of Learners’ Reading-Related Hope or  Hopelessness and Rescue Instructions on Text Comprehension and Metacomprehension. Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie,  doi: 10.1026/0049-8637/a000275.
  36. Poudel, G. (2022). Students’ Motivation of, and Engagement in Reading with  Stories. ShikshaShastra Saurabh,  doi: 10.3126/sss.v23i1.51931.
  37. Rets, I., Coughlan, T., Stickler, U., Astruc, L. (2020). Accessibility of Open         Educational Resources: how well are they suited for English learners?. Open Learning: The Journal of Open and Distance Learning,  doi: 10.1080/02680513.2020.1769585.
  38. Rizka, Puji, Lestari., Siti, Sarah, Fitriani., Nira, Erdiana. (2017). Reading  comprehension difficulties encountered by senior high school EFL students. English Education Journal.
  39. Siporin, M. (1980). Ecological Systems Theory in Social Work. Journal of  Sociology and Social Welfare.
  40. Sun, Li. (2022). Technology Distractions in Multimedia-Enhanced English Class  in Blended Teaching Environment. Frontiers in Educational Research,  doi: 10.25236/fer.2022.051708.
  41. Sutton, J., & Austin, Z. (2015). Qualitative research: Data collection, analysis,  and management. The Canadian journal of hospital pharmacy, 68(3), 226.
  42. Thao, Quoc, Tran., Tham, My, Duong. (2020). Insights into Listening  Comprehension Problems: A Case Study in Vietnam.
  43. Thomason, B., Brown, C. L., Ward, N. (2017). Rigor or Restriction: Examining Close Reading With High School English Language Learners. TESOL Journal,  doi: 10.1002/TESJ.308.
  44. Udeme, Samuel, Jacob., Jace, Pillay. (2022). Instructional strategies that foster  reading skills of learners with intellectual disability: A scoping review. Cypriot Journal of Educational Sciences,  doi: 10.18844/cjes.v17i7.7589.
  45. Valéria, Farinazzo, Martins., Cibelle, Albuquerque, de, la, Higuera, Amato.,  Łukasz, Tomczyk., Solomon, Sunday, Oyelere., Maria, Amelia, Eliseo., Ismar, Frango, Silveira. (2020). Accessibility Recommendations for Open Educational Resources for People with Learning Disabilities.   Doi: 10.1007/978-3-030-45697-9_38.
  46. Valizadeh, M. (2021). The Effect of Reading Strategies Instruction on EFL  Learners’ Reading Performances. Education 3-13,  doi: 10.34293/EDUCATION.V9IS1-MAY.4002.
  47. Yin, R. K. (1994). Discovering the future of the case study. Method in evaluation research. Evaluation practice, 15(3), 283-290.
  48. Zuhra, Z. (2015). Senior high school students’ difficulties in reading comprehension. English Education Journal.
  49. (2023). Assessment of Reading Comprehension Skills of Senior High School ALS Learners: Basis for School Reading Progress Program. International journal of research and review,  doi: 10.52403/ijrr.20230708.
  50. (2023). Factors Affecting the Reading Performance of the Junior High School Learners. International journal of research publications,  doi: 10.47119/ijrp1001241520234812.
  51. (2023). Improving Reading Comprehension skill for English Language Learners. International Journal of Scientific Research in Science and Technology,  doi: 10.32628/ijsrst523103164.
  52. (2023). Students’ Motivation in an EFL Reading Class.   Doi: 10.54855/ictep.23310

This research, adopting a Phenomenological approach, focuses on understanding the challenges students encounter in comprehending, decoding, and processing written information. Grounded in G. Reid Lyon's Phonological Processing Deficit Theory, introduced in the 1990s, the study aims to uncover the struggles of secondary high school learners facing reading difficulties. Data were gathered through In-Depth Interview and Focused-group Discussion among secondary teachers. Content thematic analysis was used to craft the main themes. Lived experiences on the struggles of secondary high school learners with reading difficulties were: reading difficulties in secondary learners, weak vocabulary and language skills, comprehension issues, learning disabilities, lacking reading motivations, difficulty with reading instruction, and technology distractions. Coping mechanisms were coined to the following themes: time management, active reading strategies, and multimodal learning resources. And finally, educational Insights that can be drawn to Mitigate reading difficulties of secondary learners: teaching approach and recognition of diverse learners, and effective encouragement through access to books and empowering tools. In the future, DepEd plans a comprehensive policy for reading difficulties, prioritizing tailored teacher training, diverse resources, and continuous support for an inclusive environment, while research informs policy and innovative education approaches.

Keywords : Phenomenological Approach, Phonological Processing Deficit Theory, Secondary High School Learners, Coping Mechanisms and Deped Comprehensive Policy.

Video Explanation for Published paper

Never miss an update from Papermashup

Get notified about the latest tutorials and downloads.

Subscribe by Email

Get alerts directly into your inbox after each post and stay updated.
Subscribe
OR

Subscribe by RSS

Add our RSS to your feedreader to get regular updates from us.
Subscribe