Fear of The Page: Exploring Reading Distress and Its Influence on the Learners’ Reading Performance

Abstract

Reading distress can impede learners’ comprehension, confidence, motivation, and classroom participation. This mixed-method study examined reading distress and its influence on learners’ reading performance as a basis for a reading intervention program. Using a convergent parallel design, the quantitative component assessed selected Grade 6 learners from the Schools Division of Bulacan in terms of top-down, bottom-up, and classroom reading distress. Documentary analysis was also conducted on 243 Philippine Informal Reading Inventory (Phil-IRI) records. Semi-structured teacher interviews were analyzed thematically to identify reading challenges and existing support systems. Descriptive statistics and multiple regression analysis were used for the quantitative data. Results showed very high levels of top-down reading distress (M = 3.84), bottom-up reading distress (M = 3.85), and classroom reading distress (M = 3.90). Despite these difficulties, the learners’ mean Phil-IRI score was 15.96, corresponding to the Independent Reading Level. The regression model explained 2.8% of the variance in Phil-IRI scores (R² = .028). Classroom reading distress significantly predicted lower reading performance (B = -3.351, β = -.150, p = .028), while top-down and bottom-up distress were not significant predictors. The qualitative findings identified limited vocabulary, comprehension and higher-order thinking difficulties, and text- and task-related distress. Instructional, home literacy, and institutional support systems also emerged. The findings indicate that independent reading ability does not eliminate the emotional and instructional barriers that learners encounter during classroom reading activities. A focused intervention program is proposed to strengthen vocabulary, comprehension, supportive feedback, and coordinated literacy assistance.