ABSTRACT
This action research aims to assess the culprit behind the poor reading comprehension of Bilaran National High School struggling readers. The study investigates various causes of reading difficulties that made the comprehension skills compromised. It also identifies, analyzes, and scales the different internal and external factors contributing to poor reading comprehension using the Likert scale. This study used the descriptive quantitative method to gather and analyze the data that contribute to the cause and effect of poor reading comprehension among the twenty-six (26) identified struggling readers. This study unveils that the problem of understanding long sentences has contributed mostly to students’ poor reading comprehension, leading to their decreased academic performance. Furthermore, this research suggests that teachers should provide a sufficient number of reading engagements/interventions to struggling readers. In addition, this study proposes interventions to address and improve student’s reading skills.
INTRODUCTION
Reading comprehension is a fundamental skill that underpins academic success across all subjects. It involves the ability to understand, interpret, and critically analyze texts, which is essential for learning and retaining information. For students, strong reading comprehension skills are crucial not only for excelling in language arts but also for understanding complex concepts. Identifying the root causes of poor reading comprehension is vital for several reasons. Firstly, it allows educators to tailor interventions and support strategies to address specific challenges faced by students. This can lead to more effective teaching methods and improved student outcomes. Secondly, understanding these root causes can help in the early identification of learning disabilities or other underlying issues, enabling timely and appropriate support. Lastly, addressing poor reading comprehension can boost students' confidence and motivation, fostering a more positive attitude toward learning and academic achievement.
By focusing on the significance of reading comprehension and identifying its root causes, educators and policymakers can implement targeted strategies to enhance students' overall academic performance and lifelong learning skills. This motivates the researcher to facilitate this paper and focus on Bilaran National High School’s struggling readers, a pivotal stage in their educational journey, to understand how deficiencies in reading comprehension can be improved.
Research Questions
This research entitled “Assessing the Root Cause of Poor Reading Comprehension of Bilaran National High School Struggling Readers.” was conducted to provide answers to the following questions:
1. What factors contribute to poor reading comprehension among Bilaran NHS struggling readers?
2. What are the effects of poor reading comprehension to struggling readers?
3. What interventions can be implemented to improve reading comprehension?
Significance of the Study
To determine the factors affecting the reading comprehension of the Bilaran NHS twenty-six (26) struggling readers and as well as to look forward to how the researcher can make such solutions in developing and enhancing their skills in reading comprehension, numerous studies have been made to identify the components of comprehension. The most common method used was the analysis of reading comprehension tests. The researcher believes that this study will not only yield data that will be helpful to the students, teachers, parents, administration, and future researchers.
Literature Review
Previous studies have shown a strong correlation between reading comprehension and academic success. Factors such as vocabulary knowledge, background knowledge, and cognitive skills play a crucial role in reading comprehension. Interventions like targeted reading programs, teacher training, and parental involvement have been effective in improving reading skills.
Rossana Torres. (2019) determined the factors affecting the reading comprehension of intermediate-level learners of the City of Malolos Integrated School-Babatnin. Her study concluded that (1) strategy of the teacher did not affect the reading comprehension of the learners, (2) home-related factors affect the reading comprehension of the learners, (3) learners who did not read reading materials at house or school affected their reading comprehension skills, and (4) learner-related factors such as prior knowledge, understanding, and motivation if low hindered the reading comprehension skills of the students. Her study recommends to (1) conduct the same study in different schools and different grade levels, (2) conduct programs to motivate learners in reading and improve their reading skills as well, (3) orient parents that reading materials in the house are important and this will help their children to improve reading skills, (4) think of other strategies wherein learners will be motivated to read.
Riches L. Tortola, PhD (June 6, 2024) stated that reading comprehension is vital for academic achievement and continual learning, poses and a significant challenge globally as a considerable portion of the population grapples with this fundamental skill, hindering educational progress worldwide. Their study, Identifying Key Variables in Poor Reading Comprehension: An Exploratory Study, investigated the underlying factors influencing students' deficient reading comprehension. Their initial study revealed (5)five immerging themes (1)cognitive abilities(2)language skills(3) environmental factors, to gain a better understanding of the underlying causes of reading (4)Environmental factors(5)Metacognitive strategies. Their findings suggest that fostering a love of reading and promoting intrinsic motivation can positively influence reading comprehension outcomes, emphasizing the importance of creating engaging and meaningful reading experiences for students.
Onkoba Mary Kerubo (2014) investigated the relationship between reading comprehension practices and academic performance confirming that reading comprehension practices have an influence on academic performance and therefore there is a significant correlation between reading comprehension practices and academic performance. His findings also confirmed that there is a relationship between reading difficulties and academic performance.
Mohammed and Ofori Amponsah. (October 24,2018) investigated the predominant factors contributing to the low reading abilities of pupils at Elsie Lund Basic School in the Tamale Metropolis, Ghana. Their analysis of their data showed the following to be the factors contributing to the low reading abilities of the pupils: their lack of confidence to practice how to read in class, poor motivation from teachers and parents to help develop the interest of the pupils in reading, lack of pre-reader books in school and at home, lack of library, teachers inadequate knowledge on phonemic awareness strategy of teaching reading, lack of reading clubs and lack of reading competition among the pupils in the school.
M. Wahyu Ibrahim1, and Umar Abdullah2, (March 2024) explored and described the factors causing reading comprehension difficulties among the seventh-grade students in Palembang. Their data collected found five factors contributing to students' difficulties in reading comprehension, including problems with understanding long sentences, the use of poor reading strategies, lack of concentration, house environment, and school environment. This study provided suggestions for teachers and students. Teachers should use creative teaching methods and emphasize the development of all four language skills to make learning more interesting. Students should improve their English by enriching their vocabulary, using effective reading comprehension strategies, and seeking support from parents.
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