Research example-WPS Office

CHAPTER 1
This study utilized the descriptive research design to determine the reading difficulties of one hundred
Grade 10 students who scored the least in the reading inventory in a public high school in Catabayungan,
Cabagan Isabela in the School Year 2023-2024 in terms of vocabulary and reading comprehension.
Furthermore, their reading strategies were investigated.
Introduction:
Patterns of reading difficulties and students' reading strategies provide an educationally beneficial means
to consider various kinds of reading problems based on experience or linked with disabilities. It is
undeniably true that reading proficiency is essential for children's future academic, financial, and social
success (Norton & Wolf, 2012, as cited in Al Dahhan, Kirby, &Munoz, 2016). Reading develops vocabulary,
fosters communication skills, and increases general knowledge and understanding of the world. However,
In the 2018 Programme for International Student Assessment (PISA), 15-year old Filipino students ranked
last in reading proficiency among all countries/territories, with only 19% meeting the minimum (Level 2)
standard. It is important to understand the different factors that contribute to the low reading
performance and proficiency
of these students, specifically the interventions that may help address this learning problem. Based on the
result of a study using machine learning approaches, specifically binary classification methods, to identify
the variables that best predict low (Level 1b and lower) vs. higher (Level 1a or better) reading proficiency
using the Philippine PISA data, 20 variables that discriminated low reading proficiency students were
identified. The results reflect aspects of the students’ psychosocial experiences at home, the classroom,
and in the schools that relate to their poor reading proficiency. The results point to how interventions to
address poor reading proficiency need to go beyond
the curriculum and instructional interventions. What is needed are localized interventions that try to
improve the psychosocial experiences of students in school, and that involve stakeholders from the local
communities.
Background Study:
Reading proficiency is widely recognized as a fundamental skill that underpins academic success and
facilitates lifelong learning. However, despite the emphasis placed on literacy development in educational
systems worldwide, a significant proportion of students encounter difficulties in acquiring and mastering
reading skills. These difficulties manifest in various forms, including challenges in decoding words,
understanding written text, and applying reading comprehension strategies effectively.
The prevalence of reading difficulties among students underscores the complexity of the issue and its
impact on educational outcomes. Research indicates that a substantial number of students struggle to
achieve proficiency in reading, with estimates suggesting that anywhere from 10% to 30% of children may
experience significant reading difficulties (Kern & Friedman, 2009). Furthermore, longitudinal studies have
shown that reading difficulties often persist into adolescence and adulthood if left unaddressed, posing
long-term implications for academic achievement, employment opportunities, and overall well-being
(Snowling & Hulme, 2012).
Various factors contribute to the development of reading difficulties among students, including biological,
cognitive, linguistic, and environmental influences. For example, neurobiological research has identified
differences in brain structure and function among individuals with dyslexia, a common reading disorder
characterized by difficulties in word recognition, decoding, and spelling (Gabrieli, 2009). Additionally,
socio-economic factors, such as poverty and limited access to literacy-rich environments, can exacerbate
reading difficulties by depriving students of essential resources and support systems (Bradley & Corwyn,
2002).
The consequences of reading difficulties extend beyond academic performance to encompass social and
emotional dimensions of students' lives. Individuals who struggle with reading often experience
frustration, low self-esteem, and feelings of inadequacy, which can impact their motivation, engagement,
and mental health (Swanson & Hsieh, 2009). Moreover, reading difficulties may contribute to behavioral
problems, school disengagement, and negative peer interactions, further compounding the challenges
faced by affected students (McNamara & Hollenbeck, 2013).
Given the pervasive nature and far-reaching consequences of reading difficulties, addressing this issue
requires a multifaceted approach that encompasses early identification, evidence-based interventions,
and ongoing support for students, educators, and families. Understanding the complex interplay of factors
contributing to reading difficulties is essential for designing effective interventions that cater to the diverse
needs of struggling readers and promote equitable access to literacy education.
In light of these considerations, this research seeks to contribute to the existing body of knowledge on
reading difficulties by examining the challenges faced by students and investigating interventions aimed at
enhancing their reading skills. By elucidating the underlying mechanisms of reading difficulties and
evaluating the effectiveness of interventions, this study aims to inform educational practice, policy
development, and future research efforts in the field of literacy education.

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CHAPTER 1

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