Critical Analysis of Reading Comprehension Difficulty Patterns Toward a Contextualized Reading Intervention Program
DOI:
https://doi.org/10.5281/zenodo.21845910Keywords:
reading comprehension, difficulty patterns, senior high school, mixed methods, contextualized intervention, ANGAT DUNONGAbstract
This study examined recurring reading-comprehension difficulties among Senior High School learners and used the findings to design a contextualized intervention program. An exploratory sequential mixed-methods design was conducted in six public secondary schools in Victoria District, Oriental Mindoro, during School Year 2025-2026. The qualitative phase involved 12 learners identified as struggling readers through school reading assessments. Data from a baseline comprehension test, semi-structured interviews, and a focus-group discussion were coded and organized into themes. The subsequent quantitative phase surveyed 262 Grade 11 and Grade 12 learners selected from a population of 758 through stratified random sampling. Descriptive statistics were used to determine the manifestation of the qualitative themes. Four interconnected domains emerged: weak language and reading foundations; limited knowledge and application of reading strategies; motivation and engagement concerns; and inadequate support from home and school. The first three domains showed high manifestation, while home-school support was moderate. The overall result was high (M = 3.58, SD = 0.09), indicating that the difficulties were widely shared and mutually reinforcing rather than isolated. In response, the ANGAT DUNONG Program was developed as an 11-week framework combining vocabulary and sentence work, explicit comprehension-strategy instruction, guided and collaborative reading, motivational support, and home-school coordination. The findings support a holistic, sustained, and context-responsive approach to adolescent reading intervention.
Downloads
References
Anderson, R. C., & Pearson, P. D. (1984). A schema-theoretic view of basic processes in reading comprehension. In P. D. Pearson (Ed.), Handbook of reading research (pp. 255-291). Longman.
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
Cervetti, G. N., Wright, T. S., & Hwang, H. (2020). Conceptual coherence, comprehension, and vocabulary acquisition: A knowledge effect? Reading Research Quarterly, 55(4), 667-685. https://doi.org/10.1002/rrq.306
Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. https://doi.org/10.1207/S15327965PLI1104_01
Department of Education. (2018). Philippine Informal Reading Inventory (Phil-IRI) manual 2018. https://www.deped.gov.ph
Department of Education. (2019). K to 12 basic education curriculum guide: English. https://www.deped.gov.ph
Department of Education. (2022). Basic education report 2022. https://www.deped.gov.ph
Duke, N. K., & Pearson, P. D. (2016). Effective practices for developing reading comprehension. In L. Morrow & L. Gambrell (Eds.), Best practices in literacy instruction (5th ed., pp. 189-221). Guilford Press.
Fang, Z., Anderson, R. C., & Moore, D. W. (2018). Structural analysis of texts and its impact on reading comprehension. Journal of Literacy Research, 50(3), 330-356. https://doi.org/10.1177/1086296X18784612
Fisher, D., Frey, N., & Hattie, J. (2020). The distance learning playbook: Teaching for engagement and impact in any setting. Corwin.
Guthrie, J. T., Klauda, S. L., & Ho, A. N. (2024). Modeling the relationships among reading instruction, motivation, engagement, and achievement for adolescents. Reading Research Quarterly, 59(1), 45-67. https://doi.org/10.1002/rrq.476
Kintsch, W. (1998). Comprehension: A paradigm for cognition. Cambridge University Press. https://doi.org/10.1017/CBO9781139525212
Magno, C. (2010). The role of metacognitive skills in developing critical reading. The Asia-Pacific Education Researcher, 19(1), 1-14. https://doi.org/10.3860/taper.v19i1.1497
Nation, I. S. P. (2017). Learning vocabulary in another language (2nd ed.). Cambridge University Press. https://doi.org/10.1017/9781316636701
Oakhill, J., Cain, K., & Elbro, C. (2019). Understanding and teaching reading comprehension: A handbook. Routledge. https://doi.org/10.4324/9781315756041
Organisation for Economic Co-operation and Development. (2019). PISA 2018 results (Volume I): What students know and can do. OECD Publishing. https://doi.org/10.1787/5f07c754-en
Perfetti, C. A., & Stafura, J. Z. (2018). Word knowledge in a theory of reading comprehension. Scientific Studies of Reading, 22(1), 22-37. https://doi.org/10.1080/10888438.2017.1340040
Sénéchal, M., & LeFevre, J. A. (2014). Continuity and change in the home literacy environment as predictors of growth in vocabulary and reading. Child Development, 85(4), 1552-1568. https://doi.org/10.1111/cdev.12222
Snow, C. E. (2002). Reading for understanding: Toward an R&D program in reading comprehension. RAND Corporation. https://www.rand.org/pubs/monograph_reports/MR1465.html
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wigfield, A., & Guthrie, J. T. (1997). Relations of children's motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89(3), 420-432. https://doi.org/10.1037/0022-0663.89.3.420
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
