A study of learners’ perceived challenges in reading: implications for developing school reading programs

Abstract

This study explored the perceived challenges in reading among learners in the Division of Toledo City, Philippines and their implications for developing effective school reading programs. The study utilized a mixed-methods approach, with quantitative data obtained from a survey and qualitative data gathered through interviews and focus group discussions. The findings showed that the majority of participants faced difficulties in decoding, fluency, comprehension, and motivation, with relatively low frequency of reading. Storybooks were the most preferred reading material among participants, followed by comics, magazines, and textbooks. These findings suggest that there is a need for effective reading programs that promote frequent reading habits and provide engaging reading materials to help learners overcome the challenges they face. The qualitative findings provide insights into the specific areas of difficulty faced by learners, including their perceptions of the causes of these challenges, such as lack of interest, inadequate reading skills, and limited access to reading materials. Overall, this study contributes to the growing body of literature on reading challenges among learners and highlights the importance of developing effective reading programs that address the specific needs and challenges of learners. The findings of this study have practical implications for educators and policymakers in designing and implementing effective reading programs that foster a love for reading and enhance the literacy skills of learners.