Abstract
The purpose of this study was to investigate the factors that contributed to the reading comprehension difficulties of five Junior High School students. This study also identified the underlying factors contributing to this issue as basis of an effective intervention program to improve students’ reading comprehension skills. The study used the phenomenological research design. The data gathering procedure was an interview set-up with validated questions. The study highlight various factors that contribute to reading comprehension difficulties specifically to the five respondents from grade seven Junior High School students. Result showed that there were various factors contribution to comprehension problems such as poor study habits, parent’s low educational attainment, internet connectivity, mode of learning and students academic background. Although some students can read, they struggled to comprehend texts, particularly in the English subject. To address these challenges, the study recommends a multifaceted intervention program that includes follow-up and continuous monitoring. The intervention program developed from this research can serve as a guide for other schools with similar challenges in improving their students’ reading comprehension skills. It is highly recommended that the school and the teachers must have reading remediation programs and interventions and the parents must cooperate with it to help solve the comprehension problem.
Keywords: Reading Comprehension, PHIL-IRI Standardized Test, personal profile, reading interventions, teachers
*This paper is presented at the 4th International Conference on Multidisciplinary Industry and Academic Research (ICMIAR) 2023
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