The aim of this study was to examine the factors influencing reading comprehension and reading difficulties among 36 intermediate learners and develop a targeted reading intervention to enhance their reading skills. Employing a correlation research design using the descriptive method, the study utilized the PHIL-IRI exam and a checklist of guiding questions to assess reading comprehension levels and gather information on participant profiles and reading difficulties. The findings revealed that the students' reading comprehension was below the instructional level and identified health, mothers' educational background, and accessibility of reading materials at home as significant factors influencing their reading abilities. The findings suggested that integrating home visits into an intensified remedial reading intervention program could be an effective strategy within classroom instruction to improve comprehension and alleviate difficulties. These interventions could be coordinated by school action cells, providing teachers with the appropriate pedagogical approaches for teaching reading. Collaborating with neighborhood health organizations would allow schools to offer health education and services to students. Additionally, encouraging parents to stock their homes with reading materials and actively engage in their children's reading activities can further support their reading development. To enhance the quality of education and learning outcomes for intermediate learners, it is recommended that schools and stakeholders take necessary actions to address these identified factors.
Reading Comprehension, reading difficulties, personal profile, intermediate learners, reading interventions, teachers
This paper is presented in 4th International Conference on Multidisciplinary Industry and Academic Research (ICMIAR)
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Cite this article:
Maglunob, M.T. & Tabernilla, M.M. (2023). Factors Influencing Reading Comprehension and Difficulties Among Intermediate Learners: Basis for Developing Remedial Reading Intervention. Industry and Academic Research Review, 4 (1), 374-378.
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