Abstract
This qualitative descriptive research employing phenomenological design described the lived experiences of students with reading difficulty under the modular learning modality in the new normal. The participants were the 5 students with reading difficulty who were purposively chosen based on inclusion criteria. The research instrument used in gathering the data was a semi-structured interview guide. Colaizzi’s method of data analysis was used in interpreting the qualitative research data. Results of the study showed that participants cannot decode words that they see in the module and the comprehension is low. The lack of family involvement is one of the contributing factors why the participants failed to accomplish modules in the intended time. Some of the participants are confronted with the truth that their parents or siblings cannot help them in any way in reading or in accomplishing their modules. As a way of coping, participants relied on their peers to survive every module per week and frequently resorted to activities where they feel more productive and inclined to. They also used mobile apps to look for answers if they need to. To address the issues, a training program must be conducted to further capacitate the teacher to be effective reading teachers.
Keywords: reading difficulty, modular learning, reading, phenomenological research
*This paper is presented at the 4th International Conference on Multidisciplinary Industry and Academic Research (ICMIAR) 2023
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