Abstract
The aim of this study was to assess the level of reading comprehension skills among primary learners to identify their reading comprehension difficulties and propose a reading remediation program to help address the decline of the learners’ reading performance. The study employed a descriptive-correlational method of research. Data were collected through individual interviews using researcher-made guide questions and the Comprehensive Rapid Literacy Assessment (CRLA) administered to primary learners. Based on the results, it was found that the primary learners’ reading abilities vary. Reading difficulties can be attributed into two factors: internal and external factors. Internal factors relate to the physical condition of learners, such as health status, which can affect their reading comprehension skills. External factors refer to social environmental factors with parents playing a crucial role in fostering the love for reading at home. Thus, learners with higher reading comprehension skills are less likely to encounter reading difficulties. To address this issue, a gradual remedial reading program was developed by the School Learning Action Cell. This program aimed to help struggling readers and employed upscale teaching techniques and strategies to introduce beginning reading. The study underscored the importance of addressing the factors in promoting reading abilities among primary learners and achieve better academic outcomes.
Keywords: Reading Comprehension, reading difficulties; factors of reading difficulties; beginning reading level
*This paper is presented at the 4th International Conference on Multidisciplinary Industry and Academic Research (ICMIAR) 2023
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