Factors Affecting Reading Comprehension of the Struggling Readers of Aragon Elementary School, Davao Oriental Division: A Descriptive-Correlational Approach
DOI:
https://doi.org/10.5281/zenodo.18803087Keywords:
Reading comprehension, struggling readers, home literacy environment, parental involvement, reading motivation, language anxiety, rural education, literacy gap, Philippines, descriptive-correlational studyAbstract
This study explores the factors influencing reading comprehension among struggling readers at Aragon Elementary School, Davao Oriental Division, through a descriptive-correlational approach. Reading comprehension is essential for academic success and lifelong learning, yet Filipino learners, especially in rural areas, face persistent challenges due to resource scarcity, socioeconomic barriers, limited preschool education, and post-pandemic disruptions. The research focuses on four variables: home literacy environment, parental involvement, reading motivation, and language anxiety. Findings from related literature reveal that inadequate parental support, lack of culturally relevant materials, and low engagement in shared reading hinder literacy development, while motivation and emotional factors strongly affect comprehension outcomes. International assessments such as PISA and PIRLS highlight the Philippines’ low performance, with national programs like “Catch-Up Fridays” offering limited impact due to the absence of localized strategies. This study underscores the importance of early interventions, teacher training, and family engagement in addressing reading struggles in rural schools. By examining the interplay of home and school factors, it aims to inform responsive literacy programs that foster academic growth, confidence, and equity among struggling readers, contributing to efforts to bridge literacy gaps in low-resource educational settings.
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