Final Research

READING DIFFICULTIES AMONG HIGH SCHOOL STUDENTS:
INPUT TO INTERVENTION STRATEGIES

Cherry Jane O. Colacion, Francheska R. Narito, Jacquiline N. Sadje
College of Education
Research Development and Innovation Center
Our Lady of Fatima University
Josefina C. Mendoza, Ph.D.

Adviser
October 2018
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READING DIFFICULTIES AMONG HIGH SCHOOL STUDENTS…
1.0 Introduction
Reading helps to stimulate the muscles of the eyes. It involves the level of concentration
and adds to the conversational skills. Reading as a habit and helps to discover new words and
form phrases that one come across in everyday conversations. Alaa’ Yaseen (2013). Reading
difficulties is shown by the poor scores in the National Achievement Test (NAT) in English
among 4th year students in private schools who obtained an overall mean percentage score of
51.80 in school year 2011-2012 according to the data retrieved from Philippine Basic Education
website. Everybody agrees that reading is essential for academic success since all subjects require
one's ability to read information and understand it. It is even more important to read in English
since most of the books use this language. All schools should prioritize understanding the root
causes of difficulties in reading as a basis of better reading instruction.Among the four language
skills, reading is possibly the most extensively and intensively studied by experts in the field of
language teaching. The results of the researches conducted for many decades on the nature of
reading and how people learn to process textual information have contributed contrasting theories
about what works best in the teaching of reading. As a result, language educators can choose
among a wide variety of teaching methods and techniques for students learning to read in their
second language (SL) or foreign language (FL), Pardede (2010).
With the demand of the K to 12 curriculum and the dilemma of the reading teachers who
also have to deal with students of different reading levels in one class, the researchers find this
study significant for the future English teachers. The purposes of this study are to identify the
reading difficulties of high school students and to understand their profile and reading interest and
investigate the relationship of the two to their reading difficulties.
It was aimed that through this study, the researchers can provide input on applying better
strategies based on proper identification of the specific reading difficulties, profile, and interests
of the high school students.
OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

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2.0 BACKGROUND
2.1 Theoretical Framework
The schema theory of reading also fits within the cognitively based view of reading.
Rumelhart (2005) has described schemata as “building blocks of cognition” which are used in the
process of interpreting sensory data, in retrieving information from memory, in organising goals
and sub goals, in allocating resources, and in guiding the flow of the processing system. It also
stated that if schemata is incomplete and do not provide an understanding of the incoming data
from the text there will be problems in processing and understanding the text. Reading in this
view is basically a matter of decoding a series of written symbols into their aural equivalents in
the quest for making sense of the text. He referred to this process as the “bottom up” view of
reading. Nunan (2003). Besides knowledge brought to bear on the reading process, a set of
flexible, adaptable strategies are used to make sense of a text and to monitor on going
understanding. Dole et.al (2004).
2.2 Literature Review

According to Buckingham, Wheldall, &Beaman-Wheldall (2013) children from low-SES
(Social Economic Status) families are less likely to have experiences that encourage the
development of fundamental skills of reading acquisition, such as phonological awareness,
vocabulary, and oral language.
Research Question # 1 What is the profile of the respondents in terms of:
1.1 age;
1.2 gender; and
1.3 monthly family income?
Dillon, O’Brien, Kato, Scharber, Kelly, Beaton, and Biggs (2009) noted that a developed
reading comprehension assessment that addresses students’ interests and their sense of self-
efficacy with the goal of making the assessment more accessible to fourth and eighth graders with
a range of disabilities that affect their reading of typical large-scale comprehension tests. The aim
was to examine whether improving the motivational characteristics of a large-scale reading
assessment increased its accessibility for students with disabilities by making it more interesting

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to them. Results indicated that expository texts containing more interesting topics like literary
texts about young people their own age working through daily challenges and life issues, were of
higher interest to readers in both fourth- and eighth -grade, compared to texts topics that were
less interesting. In particular, fourth graders were drawn to expository texts about animals; eighth
graders were drawn to expository texts on unusual and sometimes gruesome topics. The results
also indicate that creating motivating assessments using interesting passages was positively
correlated with reading performance, especially for low-performing students at fourth grade and
to some extent, students at grade eight, which indicates this is a valid finding.
Research Question # 2: How do the respondents describe their reading interest as to:
2.1 Types of books read;
2.2 Types of materials read;
2.3 Types of characters usually read;
2.4 Time spent for reading; and
2.5 Reading habits?
According to Denton CA, Fletcher JM, Anthony JL, Francis DJ. (2006) there are many
reasons to use or to supply reading interventions early in schooling. Yet, older students may still
have a difficulty with reading for various reasons: (a) not all students are provided with
substantive early intervention, (b) some students are provided with inadequate early intervention,
(c) some students who are provided with effective intervention early struggle later when text and
knowledge demands increase, and (d) some students manifest reading difficulties later in their
schooling who did not have early reading difficulties Leach, Scarborough, and Rescorla,
(2003);Lipka, Lesaux, & Siegel (2006) for these reasons, improved knowledge about effective
interventions for older students is needed.
According to Blachman BA, Schatschneider C, Fletcher JM, Francis DJ, Clonan S, Shaywitz
BA.(2004) improving reading outcomes for students through intervention the help of someone
just like teachers or parents, students can read any text materials that they can use. But the fact

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that they have reading difficulties, students have a conflict while reading like they do not even
know what are the meaning of the words that they read.
Research Question # 3: What reading difficulties are experienced by the respondents?
According to Worthy (2001) focusing on student interests in selecting reading materials

may be more beneficial in promoting reading success than a focus on levelwhen students have
strong interest in what they read, they can frequently transcend their reading level. Based on the
study of Gledhill, Ford and Goodman (2000) there is also evidence that age is a factor that often
affects educational attainment and reading performance. According to Marquez (2008) stated that
the lack of educational opportunity and reading materialsamong poor families contribute to the
performance and competence of the learner.
Research Question # 4: Is there a significant relationship between reading interest and in the
profile of the respondents?
According to Aikat (2007) states that reading plays an important role in enhancing the
minds of young individuals, developing their capacity for focused attention as well as their
imaginative growth. Some studies of Demeis& Stearns (2002) and Dietz & Wilson (2005) found
no significant relationship between age and achievement, while other according to Langer, Kalk,
&Searls (2003) found significantly higher achievement of the oldest as compared to the youngest
students.Based on the study of Williams (2001) states that some students with reading difficulty
has a problem of “getting the point,” most likely because they are unable to create effective
representations of the text being read. According to Torgesen (2000) described students who had
difficulty strategically processing textas “inactive learners.”
Research Question # 5: Is there a significant relationship between the profile of the respondents
and their reading difficulties?
According to ImrafAriff (2010) understanding students’ reading interest in reading

English materials and the factors that lead to having high or low reading interest will assist
parents, teachers and the society to address students’ reading needs more effectively and thus to
raise their attainment towards reading. The importance of identifying students’ reading interest

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can influence students’ reading achievement in English classes. Based on the study of Eskey
(2002) stated that by reading, one learns to read and becomes better at reading. Due to this,
people who read extensively can become good readers as they are exposed to new words. As a
result, they will like reading and become successful. According to Swanson, Zheng, and Jerman
(2009), students who struggle to read are unable to retain ordered information which is directly
related to phonological retention processing.When students struggle to read, reading becomes
motivating and students avoid reading. Reading comprehension is hindered when students lose
interest and disengage from reading. Guthrie (2008). Based on the study of Aspatore (2004)
discussed students reading problems as follows: students were so afraid that they were more
concerned with getting correct answers than with the more important process of how to get
answers. They depended too much on the dictionary, and they had problems making the transition
from short readings to long ones.
Research Question # 6: Is there a significant relationship between the reading interests of the
respondents and their reading difficulties?
Research Paradigm
This study aimed to determine the reading difficulties among high school students to
provide input to intervention strategies. Figure 1 shows the relationships between the variables of
the study. Box 1 presents the profile of the respondents as to age, gender and monthly family
income. Box 2 shows the reading interest of the respondents as to types of books, types of
materials, types of characters usually read, time spent for reading and reading habits. Box 3
shows the reading difficulties experienced by the respondents.

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Profile of
Students
Respondents H02
(Age, Gender,
Monthly Family
Income)
H01 Reading
Reading Interest of Difficulties
the High School
Students as to:
-Types of books
-Type of materials
-Types of characters
usually read
-Time spent for H03
reading and
-Reading habits
Figure 1
Research Paradigm
Hypotheses
H01 There is no significant relationship between the profile of the high school students and their
reading interests.
H02 There is no significant relationship between the profile of the high school students and their
reading difficulties.
H03 There is no significant relationship between the reading interests of the high school students
and their reading difficulties.

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3.0 RESEARCH METHOD
3.1 Research Design

As necessitated by the data to be collected in this study, the descriptive-correlational
research design was used. According to Center for Innovation in Research and Teaching (CIRT,
2001) correlation is best when one wants to see the relationship between variables using statistical
analyses with no intention of seeing the cause and effect. Because of the need to see the
relationship of respondents' profile and interests to their reading difficulties, correlation seems to
be the best research design for in this study.
3.2 Research Locale

This study was conducted in aselected private school in Valenzuela City.The school is an
autonomous university which provides Secondary Education among other programs.
3.3 Population and Sampling

The total population survey method was used in this study. The respondents of this study
were all of the high school students in the selected school. The researchers chose high school
students to determine their level in terms of reading difficulties which is essential upon entering
college life.
3.4 Research Ethics
The researchers recognize ethical considerations because it is important to address ethical

issues as many arise. To maintain the ethical principles of the study, the researchers acquired the
respondent’s consent and the permission to conduct the study from the Dean of the College of
Education and the school respondent administrators. The researchers ensured that no risk or harm
to the respondents was involved in the study. All information gathered was treated with strict
confidentiality. Anonimity of all the respondents was ensured in order to protect their individual
and personal identities as well as the information they have provided. The respondents were also
assured that they can withdraw from the study anytime they want to. Finally, the researchers also
submitted their proper for ethical review by the University Ethics Review Board.

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3.5 Research Instruments

Survey/ Questionnaire was the number one tool used in this study. There are two parts of
the questionnaire to be given. The first partis the Reading Interest and the second part is a
questions about the Reading Difficulties. For validation, the researchers will consult their
language teachers for checking and proofreading purposes and who selected section to take the
exam for analysis of the result with the help of the statistician. The questionnaire was adopted
from Natasha Cass (2015) was modified to suit the purpose of studying the variables of this
study, the questionnaire was submitted to experts for content validation and was tested for
liability using Cronback alpha which yielded a value of 0.85.
3.6 Data Collection

To collect data, permissions from the administrators were requested before conducting
the research, as well as consent forms for the students. Survey questionnaires were personally
given to the respondents by the researchers in the selected private school in Valenzuela City.
After the retrieval of the questionnaires, the responses were tabulated and statistically analyzed.
3.7 Data Analysis
In analyzing the data for this study, the researchers used statistical tools to ensure that
precise data was collected and analyzed in determining the relationship of respondents' profile
and interests to their difficulties which is the main focus of this study.
Percentage was used in presenting the distribution of the profile of the students considering their
age, gender and monthly family income.
Weighted Mean was used to determine the level of reading interests and the degree of reading
difficulties of student respondents.
Pearson Product Moment Correlation Coefficient (Pearson r) was used in determining the
significant relationship between reading interest and reading difficulties of the respondents.
Chi square Test of Independence was used to determine if significant relationship exist between
the respondents reading interest to their profile as well as reading difficulties and profile.

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4.0. Results
This part contains the presentation, analysis, and interpretation of the gathered data
towards giving precise and accurate answers to the problems posted in this study. For a clearer
discussion, the sections are presented as follows:
4.1.Profile of the Respondents

4.1.1 Gender
Table 1 shows the respondents percentage distribution according to their gender. It can be
seen from the table that of the 107 respondents, 63 or 59% are males while 44 or 41% are
females. This shows that most of the student-respondents are male.
This result is aligned with the research of Shafi Loan (2010) which found that students
like to read at their homes; however male students read more as compared to females. Time spent
in reading by female students was also found to more than males.
Table 1
Profile of the Respondents in terms of Gender
Gender Frequency Percent (%)
Male 63 59
Female 44 41
Total 107 100
4.1.2 Age
Table 2 reveals the distribution of the student – respondents profile in terms of their age.
From the table, it can be noted that 67 or 63% of the 107 respondents are ages of 13 – 14 years
old while 38 or 35% of the respondents are in the age bracket of 15 to 16 years old. Lastly, the
remaining 2 % of the respondents are 17 years old and above. The results imply that most of the
respondents belong to a lower grade level based on their age.
This result is aligned with the study of Coles and Hall (2002) that another important
matter to look at in terms of students reading interests and difficulties is the differences based on

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genders and age. The study revealed that 10 to 14 years old male students read less frequently
than female students.
Table 2
Profile of the Respondents in terms of Age
Age Frequency Percent(%)
13 – 14 years old 67 63
15 -16 years old 38 35
17 and above 2 2
Total 107 100
4.1.3 Monthly Family Income

Table 3 presents the profile of the student-respondents based on their monthly family
income. It can be observed from the table that 83 or 78% are having a monthly income of
7,000php and above. Moreover, results show that there are 17 or 16% respondents are belonging
to a family having a monthly income of 5,000php to 6,999php. Lastly only 2 or 6% of them are
earning a family monthly income of 2,000php – 4,999php only. The data suggest that most of the
respondents belong to middle social status.
The aforementioned result is aligned with the research of Biancarosa (2012) the higher or
less screen-reading by students is affected by factors like social economic conditions.
Table 3
Profile of the Respondents in terms of their Monthly Family Income
Monthly Family Income Frequency Percent (%)
2,000 – 4,999 7 6
5,000 – 6,999 17 16
7,000 and above 83 78
Total 107 100

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4.2. Students Reading Interest
4.2.1 Types of Books usually Read
The table 4 presents the reading interest of student-respondents. The table reveals the
reading interest of the student-respondents based on the types of books they usually read. It
reveals that based on the different types of books they are reading, they “sometimes” read books
only considering its different types. The most commonly read type of book among student-
respondents is mystery while the least is science fiction. This implies that students of this
generation are not that engage in reading printed materials considering its different types.
This result is similar to the research of Sevmez (2009) that students enjoy reading literary
works, mystery and historic books most of the time.
Table 4
Types of Books Usually Read by Student-Respondents
Types of Books Weighted mean Rank

Fantasy 3.03 3
Science Fiction 2.74 5
Non-Fiction 2.88 4
Horror 3.30 2
Mystery 3.44 1
Legend: 4.50 to 5.00 – Always ; 3.50 to 4.49 – Often; 2.50 to 3.49 – Sometimes; 1.50 to 2. 49 –Seldom; 1.00 to 1.49 Never
4.2.2 Reading Habits

Table 5presents the degree of reading interest of the Student-Respondents. As can be
gleaned from the table, that student respondents Often “Understand what they read, but its takes
longer time” and “Read slowly and struggle to understand what they read”. This is being evident
with a weighted mean of 3.75 and 3. 64 respectively. While on the other hand, they Sometimes
“Read fast, but don’t always understand” and “Read fast and understand most of what I read”.
They both have a weighted mean of 3. 49 and 3.44 respectively. The over-all weighted mean of

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3.58 with an interpretation of often implies that student Often find difficulty in term of their
reading interest. This shows that the reading interests of the students are being affected by their
capacity to read.
The result is aligned with the research of Bacal (2005) which showed that students’
interests in reading can be developed and enhanced by engaging in different reading materials.
Utilization of varied and appropriate instructional materials can facilitate students understanding
of what he/she is reading.
Table 5
Student-Respondents’ Reading Habits
Weighted
Statement Rank
Mean
1. I read fast and understand most of what I

3.44 4
read.
2.I read fast, but don’t always understand. 3.49 3
3. I understand what I read, but it takes me
3.75 1
longer
4. I read slowly and struggle to understand
3.64 2
what I read
General Weighted Mean 3. 58
Legend: 4.50 to 5.00 – Always ; 3.50 to 4.49 – Often; 2.50 to 3.49 – Sometimes; 1.50 to 2. 49 – Seldom; 1.00 to 1.49 Never
4.2.3 Types of Materials usually Read

Table 6presents the different types of materials the student-respondents usually read. The
table shows that student-respondents often read features on the websites, Audio Books and
Graphic Novels with the weighted mean of 3.64, 3.58, and 3.51 respectively. While on the other
hand, they are as well sometimes read materials written in books, magazines and graphic novels
which was shown based on their weighted mean of 3.33, 3.03 and 2. 54 respectively. It implies

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that students read materials with the use of technology. This shows that the modern style of
reading materials among student-respondents.
The result is similar with the research of Gallo and Ness (2013) that all the students were
able to make text-to-self connections when choosing books. They selected books based on their
own interests or feeling at the time.
Table 6
Types of Materials Usually Read by the Student-Respondents
Types of Materials Weighted mean Rank

Books 3.33 4
Magazines 3.03 5
Graphic Novels 3.51 3
Audio Books 3.58 2
Website 3.64 1
Newspapers 2.54 6
4.2.4 Time Spent for Reading

As gleaned from the table 7, most of the student-respondents often spent their time
reading for about 2-3 hours, 3-4 hours and 1 hour and less per day reading. While on the other
hand they sometimes spent 4-5 hours and 6 and more hours reading per day. This shows that most
of them spent short period of time in reading.
The result is similar with the research of Kaiser (2010) which indicate that the amount of
time students spends reading each day for pleasure drop off significantly as they get older.
Table 7
Time Spentper Day in Reading by the Student-Respondents
Time Weighted mean Rank
1 hour and less 3.27 3

2-3 3.69 2

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Continuation of table 7...

3-4 3.39 1
4-5 2.66 4
6 hours and more 2.47 5
4.2.5 Types of Characters usually Read

As can be gleaned from table 8, celebrities are the type of characters Always read by the
student-respondents. Moreover, they also often read book with the characters of musical, sports
and detectives. Lastly, historical characters are sometimes read by the student-respondents. This
implies that most of the student- respondents are interested in reading books with the characters
of celebrities; probably they are well-known among them.
This is aligned with the research of Gallo and Ness (2013) the data showed that students
are influenced by many factors when choosing books, such as title, the cover, the characters and
the genre.
Table 8
Type of Characters usually Read
Characters Weighted mean Rank
Musical 3.12 4
Sports 3.78 3
Historical 2.55 5
Celebrities 4.41 1
Detectives 4.23 2
4.3 Relationship between Reading Interest and Respondents Profile

Table 9 shows the significant relationship between the profiles of the student-respondent
using chi-square test of independence. Based on the computed 𝑥 2 value of 8.13 which is lesser
than the critical value of 15.51 with 8 degrees of freedom using .05 level of significance,

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therefore the null hypothesis is accepted. There is no significant relationship between the
respondents reading interest when their age is considered.
In the aim of determining whether significant relationship exist considering the gender of
the respondents to their reading interest shows that computed 𝑥 2 value of 3.75 using .05 level of
significance with 5 degrees of freedom, shows that the null hypothesis is accepted. There is no
significant relationship between the reading interest and gender of the respondents. This implies
that the respondents’ gender does not affect their reading interest.
Lastly, when family income is considered it is also evidently that there is no significant
relationship in their reading interest. This is based on the computed value of 5.34 which is lesser
than the tabular value of 15.51 using .05 level of significance. This also implies that family
income does not affect their reading interest.
The result is aligned with the research of Sapiah (2007) which stated that there is no
significant difference between male and female students in terms of how many books they read.
The findings of this study are also similar to the one found by Nor Shariza and Amelia (2007)
where they found that there were some differences between male and female students in terms of
their reading habits and reading attitudes.
Table 9
Significant Relationship between Reading Interest and the Respondents Profile
Variable Degrees of Computed Critical Decision Interpretation

Freedom 𝒙𝟐 Value Value
Age 8 8.13 15.51 Accept 𝐻𝑜 Not Significant

Gender 5 3.75 11.07 Accept 𝐻𝑜 Not Significant
Family Income 8 5.34 15.51 Accept 𝐻𝑜 Not Significant
4.4 Reading Difficulties

Table 10 shows student respondents Agree on statement 1 “I turn to dictionaries when
coming across new words in the English reading” and “Do not pay attention to the implied

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meaning of the reading materials” with the weighted mean of 3.89 and 3.75 respectively. This
shows that they find experience difficulty while reading the books. On the other hand, they are
Undecided considering “ Grasp the gist of the reading material through quickly reading the first
and the last paragraphs”, “ grasping the general idea of the sentence before going to read the next
sentence”, and lastly “ Grasp the main idea of the material while reading English. In general, they
Agree that they encounter difficulty in reading English mostly reading paragraphs.
The result is aligned with the research of Bacal (2005) finding the right materials is
particularly important for the student who experiences reading difficulties. This result is also
aligned with the research of Myberg (2007) which shows that students who lag behind in early
years reading development encounter considerable difficulties in following education later on
reading texts that are longer and more complicated.
Table 10
Reading Difficulties Encountered by the Student-Respondents
Weighted
Rank
Questionnaire on Reading Difficulties Mean
1. I turn to dictionaries when coming across

3.89 1
new words in the English reading.
2. I do not pay attention to the implied meaning

3.75 2
of the reading material.
3. I grasp the gist of the reading material
through quickly reading the first and the last 2.89 3
paragraphs.
4. I try to grasp the general idea of a sentence
2.53 5
before going to read the next sentence.
5. I grasp the main idea of the material while

2.78 4
reading English.

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General Weighted Mean 3.17

Legend: 4.50 to 5.00 – Strongly Agree ; 3.50 to 4.49 – Agree; 2.50 to 3.49 – Undecided; 1.50 to 2. 49 – Disagree; 1.00 to
1.49 Strongly Disagree
4.5Relationship between the Respondents Reading Difficulties and Profile
As can be gleaned from table 11, across age of the respondents, the computed test
statistic is 𝜒 2 = 0.71 is lesser than the critical value of 15.51 using .05 level of significance which
leads to the acceptance of the null hypothesis. Hence, there is no significant relationship between
the ages of the respondents to their reading difficulties.
Similarly, the obtained test statistic for across gender comparisons on their reading
difficulties is 𝜒 2 = 4.28 using .05 level of significance with a critical value of 11.07. This value
led the researcher to accept the null hypothesis. Thus, reading difficulties do not significantly rely
on the respondent’s gender. Moreover, when their family income is correlated to their reading
difficulties, the𝜒 2 =12.27is lesser than the tabular value of 15.51 which led to the acceptance of
the null hypothesis. Thus, that there is no significant relationship between the respondent’s family
income and reading difficulties. In general, respondents profile could not be factors that greatly
contribute on their reading difficulties.
This result is aligned with the research of Browne (2009) which showed that the profile
have no significant relationship to the students reading difficulties, Age, gender and family
income are the factors in reading that do not bring disruption to the reading skills of the students.
Table 11
Relationship between Respondents Reading Difficulties and Profile

Freedom 𝒙𝟐 Value Value
Age 8 0.71 15.51 Accept 𝐻𝑜 Not Significant

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Gender 5 4.28 11.07 Accept 𝐻𝑜 Not Significant

Family Income 8 12.27 15.51 Accept 𝐻𝑜 Not Significant
4.6 Relationship between Respondents’ Reading Interestand Difficulties?

Table 12presents the relationship between reading interests and reading difficulties
among respondents. As can be gleaned from the table, based on the computed Pearson r value of
|−0.848| which is greater than the critical value of 0.174 using .05 level f significance with 105
degrees of freedom, this shows that there is a negative strong relationship between the students
reading interests and Reading difficulties. This implies an inversely proportional relationship
which means that the level of reading interests of the students can affect their level of reading
difficulties. Meaning as the level of reading interests of the respondents get lower their level of
reading difficulties become higher or vice versa. Reading interest of the respondents is a factor
that greatly contributes to their level of reading difficulties.
The result is aligned with the research of Bendungan Hilir (2006) stated that there is a
significant correlation between reading interest with reading difficulties. Simple correlation
analysis was conducted to determine the strength of the relationship between the predictor
variables with the response variable.
Table 12
Reading Interest and Reading Difficulties of Respondents
Freedom 𝒓 Value Value
Reading Interests Negative
Reading Difficulties 105 - 0.848 0.174 Reject 𝐻𝑜 Strong
Relationship

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5.0. Discussion
This part contains the summary of findings and the conclusions derived from them. It
also presents the recommendations based on the results of the study.
5.1. Summary of Findings
The following were the findings obtained in this study:
1. Considering the profile of the student-respondents, in terms of their gender were 59 % are
males while 41% are females. It shows that there is an almost equal distribution of the
respondents which shows a good indicator of their distribution. While their age has been
distributed as well based on their grade level was 63% of the respondents having an age
bracket of 13 to 14 years old. Lastly, the monthly income of their family showsthat 78%
of the family earn 7,000php and above monthly. It shows that most of the respondents
come from the middle status.
2. The reading interests of the respondents are greatly affected as well by the types of books
they are being engage. They read books but the ways they comprehend the content of it
are being affected by their interests. It is evidently observed with a weighted mean of
3.75. They do as well read fast but they cannot easily comprehend and they struggle in
understanding its content.In terms of their reading habit they sometimes read books
considering different types of it. The commonly type of books they are fun to read are
mystery books with a highest weighted mean of 3.44. Students nowadays are more
interested in reading mystery types of books.
3. In terms of students’ types of materials usually read. It shows based on their weighted
mean of 3.64 with interpretation of often times they read materials with the use of
technology like audiobooks, graphic novels and mostly those found in website. Less time
are being engaged by the students in reading which shows an average of 2 -3 hours per
day only with a weighted mean of 3.69.
4. Most of them choose celebrities as a type of character they are interested to read. This
based on the highest weighted mean of 3.44.

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5. The highest weighted mean 3.89 which fall as agree which means that Student-
respondents agree that they experience reading difficulties like understanding the
meaning of those unfamiliar words as well as comprehending the whole meaning of what
they read.
6. It shows that the reading interest has a significant relationship to the reading difficulties
of the students based on the computed Pearson r value of |−0.848| which is greater than
the critical value of 0.174 using .05 level of significance with 105 degrees of freedom.
This implies an inversely proportional relationship which means that the level of reading
interests of the students can affect their level of reading difficulties. Meaning as the level
of reading interests of the respondents get lower their level of reading difficulties become
higher or vise versa. Reading interest of the respondents is a factor that greatly
contributes on their level of reading difficulties.
5.2. Conclusions
Based on the findings, the following conclusions were drawn:
1. The respondents profile considering their age is a good basis in determining their reading
interest and level of reading difficulty. This is the age were most of them are being
engaged in reading.
2. Since most of the students are engaged in the use of technology, it will be of great help if
the types of materials they will read can be published online. This will served as a good
way of motivating the interest of the students to be engaged to read.
3. Students find less difficulty in reading but they struggle on comprehending the contents
of what they are reading. This is now the main reasons why their lack interest in reading
books or other printed materials.
4. Integrating fictional characters like the using the name of celebrities can be a great tool in
catching the interest of the students to read.
5. Unlocking words should as well be considered in helping students in overcoming their
reading difficulties.

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6. Reading interest is a factor that greatly contributes to the reading difficulties of the
students. Therefore helping them to boost their interests in reading can lead them to a
better performance in reading.
5.3. Recommendations
Based on the findings and conclusions of the study, the researchers recommend the
following:
1. The teachers are advised to engage students in reading by conducting activities

that will help them to boost their interests in reading.
2. The school administrator should as well develop a continuous program that will
develop student’s interest to read.
3. Students’ are advised to develop a learning style that will help them to overcome
their reading difficulties.
4. Use other tools that will measure the level of reading comprehension ability of the
respondents for further analysis.

22
Acknowledgement
This thesis becomes a reality with the kind support and help of many individuals. We
would like to extend our sincere thanks to all of them.
First, we would like to express our greatest gratitude to our Almighty God for the wisdom
and strength he accorded in order to finish this research. We wish to express our gratitude to our
family, for the unconditional love, support and constant encouragement throughout our research
paper. Their moral and financial support made this research possible.
To Dr. Elmer S. Hidalgo, Dean of the College of Education, for his helpful inputs and
suggestions to this study.
To Dr. Miel O. Abdon, Program Head of the College of Education, and Mr.Ernesto Q.
Malapitan Jr., faculty member of the College of Education, for being the board of panel. For
imparting knowledge, time, patience, and considerations for the best outcome of this research.
To Dr. Marivic Ruado Rosini for being this study's statistician, whom lent a hand for the
computation and statistical analysis of our research study.
We are deeply grateful to our adviser, Dr.Josefina Mendoza whose mastery,

understanding, generous guidance and support made it possible for us to work in this research.
Without her continuous optimism concerning this work, this study would hardly have been
completed.
C.J.C
F.R.N
J.N.S

23
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28
APPENDIX A
Questionnaire
Our Lady of Fatima University

READING DIFFICULTIES AMONG HIGH SCHOOL STUDENTS:

INPUT TO INTERVENTION STRATEGIES
I. General information and personal data
Direction: Kindly put your response by putting a check (√) in the bracket.
Name: ____________________________________ Grade Level: ______________
School: ____________________________________
1. Gender
[ ]Male
[ ]Female
2. Age
[ ]13-14 years old
[ ] 15- 16 years old
[ ] 17 years old and above
3. Monthly income of the family
[ ] Php2,000 – Php4,999
[ ] Php5,000 –Php6,999
[ ] Php7,000 and above

29
II. Direction: Please answer each question by putting a (√) in the box that can best indicate
what you really do while reading. The numbers stand for the followings responses are:
5 = Always
4 = Sometimes
3 = Often
2 = Seldom
1 = Never
Questionnaire on Reading Interest 5 4 3 2 1

1. What types of books you really enjoy reading?
Fantasy
Science Fiction
Non fiction
Horror
Mystery
2. Which statement below best describes you?

I read fast and understand most of what I read.
I read fast, but don’t always understand what I read.
I understand what I read, but it takes me longer
I read slowly and struggle to understand what I read
3. What types of materials do you read most often?

Books
Magazines
Graphic Novels
Audio Books
Websites
Newspapers
-Others please specify :

30
__________________
4. How much time do you spend reading?
0-1 hr
2-3 hrs
3-4 hrs
4-5 hrs
5-6 hrs
More than 6 hrs
5. What type of people (characters) do you like to read about?

musicians
sports
historical
celebrities
detectives
-Others please specify:
_________________

31
III. Direction: Please answer each question by putting a (√) in the box that can best indicate
what you really do in while reading. The numbers stand for the followings responses are:
5= Strongly Agree
4 = Agree
3 = Undecided
2 = Disagree
1 = Strongly Disagree
Questionnaire on Reading Difficulties 5 4 3 2 1
1. I turn to dictionaries when coming across new words

in the English reading.
2 .I do not pay attention to the implied meaning of the

reading material.
3. I grasp the gist of the reading material through quickly

reading the first and the last paragraphs.
4. I try to grasp the general idea of a sentence before

going to read the next sentence.
5. I grasp the main idea of the material while reading

English.

32
Appendix B
Letter to the Principal

33
Appendix C
INFORMED CONSENT FOR PARENTS

This Informed Consent is for parents of Grade 7 to 10 Students who will be the
respondents for the research entitledREADING DIFFICULTIES AMONG HIGH SCHOOL
STUDENTS INPUT TO INTERVENTION STRATEGIES.
Name of the Researchers COLACION, CHERRY JANE O.

NARITO, FRANCHESKA R.
SADJE, JACQUILINE N.
Name of Organization: Our Lady of Fatima University

This Informed Consent Form has two parts:

 Informed Sheet (to share information about the research with you)
 Certificate of Consent (for signatures if you agree to take part)
You will be given a copy of the full Informed Consent Form
PART I: Information Sheet
Introduction
We are 4th year Education College students enrolled in Language Research this semester of
2018-2019 and currently conducting a research on “Reading Difficulties among High School
Students Input to Intervention Strategies”. All of the information regarding this research will be
stated and provided for. In line with this, we want to invite you to be a part of this research.

34
However, you do not have to decide today whether or not you will participate. You are free to
consult to the people you are comfortable with, for you to decided your participation.
In case that there will be words or instructions unclearly stated, please ask me to stop as we
go through the information and I will take time to explain. If you have questions later, you can
ask them of me or my members.
Purpose of the Research
The purpose of this research is to determine if the High School students has their reading
difficulties and to know their reading interests. The result of this study will give data on how to
further improve the skills and practices of the teachers and the educational institutions’
professional development program.
Type of Research Intervention

This research will involve consent forms and survey questionnaires that will be answered
to gather the data.
Participant Selection
We have chosen High School students here in Our Lady of Fatima Basic Education
Department, Valenzuela Campus to participate in our research about Reading Difficulties,
because the data that we will gather will immensely help improve and give awareness to pre-
service teachers, in-service teachers and also our University. We want to invite you in this
research because we want to know what are the strategies that can help on preventing reading
difficulties among high school students.
We are excluding College Professors and Basic Education Teachers as participants of this
study. We are going to randomly choose High School students from each building of Our Lady of
Fatima Basic Education Department, Valenzuela Campus.
Voluntary Participation
Your participation in this research, though greatly appreciated, is completely voluntary. If

you wish to not participate, the University’s services as well as our College Department will not

35
change. There will be no bearing on your job or on any work-related evaluations or reports. The
same thing will also apply if you wish to stop your participation even when you agreed to do so,
earlier.
Procedures, Protocol and Description of the Process

The blank survey questionnaires will be distributed by Colacion, Cherry Jane O., Narito,
Francheska R., and Sadje, Jacquiline N. The completed/answered questionnaires will be collected
by the aforementioned names.
The questionnaire is a Likert scale made up of two parts- the first one asks about the
Reading Interest of your students and the second one asks about your English Reading
Difficulties. In the beginning, you are asked to answer questions about your profile such as your;
age, gender and monthly income of the family.
The questions may be answered by you, yourself, or it can be read to you and you can say
out loud your answer if you are not able to write it down on your own at the moment. The
researchers will also not provide local versions of this survey questionnaire because the target
respondents are highly-proficient in speaking second language.
Duration
This research takes place for the whole of our 4th years’ 1st semester and the surveying
will be conducted for 10 days. During that time, we would like to be able to visit you at least
twice for confirmations. As for the survey questionnaire, the estimated time to be taken up when
answering it will be 15 minutes.
Risks
Participating in this research will not guarantee that your Reading Difficulties will
improve drastically.
Benefits
This research may leave you with enough awareness of the areas that you are lacking in,
and improve on your own or with the help of the institution. The data that will be gathered from
your participation will also benefit pre-service teachers that may use your views to improve

36
themselves. The institutions may also use the data for their own further study and also to the
future researchers that will take on the same path of study like us.
Confidentiality
All information provided and gathered would be kept in utmost confidentiality and would
be used only for academic purposes. The researcher respects the privacy of the respondents and
the institution that the research will take place at. Henceforth, the names and information of the
respondents and the educational institution involved will not appear in any thesis or publications
from this study unless agreed to.
Sharing the Results

The knowledge that we get from this research with the help of your data, may be shared
in a book bind form displayed in the Library Resource Center or our College of Educations’
administration office. It may also be displayed in our Laboratory, SBH TAM Room 404. The
information about the respondents and the institutions involve will remain confidential.
Right to Refuse or Withdraw

This is a reconfirmation that participation is voluntary and includes your right to
withdraw anytime in this research. The benefits will stay the same and your withdrawal will not
affect you and the services that are available to you in this institution.
Who to Contact
If you have any questions you may ask the researchers anytime, even after the study has
started or ended. If your wish to inquire later, you may contact any of the following: Narito,
Francheska R./chengreignarito@gmail.com/09219843184 and Colacion, Cherry Jane
O./09291557012.
PART II: Certificate of Consent
I have read the foregoing information, or it has been read to me. I have had the opportunity
to ask questions about it and any questions that I have asked have been answered to my
satisfaction. I consent voluntarily to participate as a participant in this research.

37
Print Name of Participant__________________
Signature of Participant ___________________
Date ___________________________
Day/month/year
Statement by the researcher/person taking consent
I have accurately read out the information sheet to the potential participant, and to the best of my
ability made sure that the participant understands that the following will be done:
1. Full confidentiality of the institutions’ and their own information.
2. They have the right to withdraw or not participate in any part of this research.
3. The data that they will give is greatly appreciated and they may be able to view this research
once it is done.
I confirm that the participant was given an opportunity to ask questions about the study, and all
the questions asked by the participant have been answered correctly and to the best of my ability.
I confirm that the individual has not been coerced into giving consent, and the consent has been
given freely and voluntarily.
A copy of this ICF has been provided to the participant.
Print Name of Researcher/person taking the consent________________________
Signature of Researcher /person taking the consent__________________________
Date ___________________________
Day/month/year

38
Appendix D
Statistician’s Certificate

39
CONTACT INFORMATION
Name: Colacion, Cherry Jane O.
Address: #11 Bustamante St. Brgy. Tinajeros, Malabon City
Country: Philippines
Mobile Number: 09291557012
Email-Address:jhanecolacion@yahoo.com
PERSONAL INFORMATION
Date of Birth: November 24, 1989
Place of Birth: Caloocan City
Citizenship: Filipino
Civil Status: Single
Gender: Female
EDUCATION
Grade School: Niguan Elementary School (1999-2004)
High School: Malabon National High School (2004-2008)
College: Our Lady of Fatima University (2015-2019)
SKILLS
Computer Skills: Microsoft Word
Language Skills: English, Filipino

40
CONTACT INFORMATION
Name: Narito, Francheska R.
Address: Phase 14, Block 10, Lot 15 Vicenza 4 Citta Italia Subdivision,
Mambog III Bacoor, Cavite
Email-Address: chengreignarito@gmail.com
Date of Birth: February 16, 1999
Place of Birth: Boac, Marinduque
Gender: Female
EDUCATION
Grade School: St. Vincent School (2005-2011)
High School: J.P Sioson General Hospital Colleges Inc. (2011-2015)
College Year: Our Lady of Fatima University (2015-2020)
SKILLS
Computer Skills: Microsoft Word, Microsoft Powerpoint

41
CONTACT INFORMATION
Name: Sadje, Jacquiline N.
Address: 273 AEA 2 Matulungin St. Pinalagad Malinta, Valenzuela City
Email-Address: jacquiline.rommel@gmail.com
Date of Birth: November 1, 1997
Place of Birth: Sta. Maria, Bulacan
Gender: Female
EDUCATION
Grade School: Caruhatan West Elementary School (2005-2010)
High School: Caruhatan National High School (2010-2014)
College: Our Lady of Fatima University (2014-2019)
SKILLS
Computer Skills: Microsoft Word, Microsoft Powerpoint

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READING DIFFICULTIES AMONG HIGH SCHOOL STUDENTS:

INPUT TO INTERVENTION STRATEGIES

Josefina C. Mendoza, Ph.D.

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

2.2 Literature Review

Research Question # 1 What is the profile of the respondents in terms of:

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

2.1 Types of books read;

2.2 Types of materials read;

2.3 Types of characters usually read;

2.4 Time spent for reading; and

2.5 Reading habits?

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

Research Question # 3: What reading difficulties are experienced by the respondents?

According to Worthy (2001) focusing on student interests in selecting reading materials

According to ImrafAriff (2010) understanding students’ reading interest in reading

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

3.0 RESEARCH METHOD

3.1 Research Design

3.2 Research Locale

3.3 Population and Sampling

3.4 Research Ethics

The researchers recognize ethical considerations because it is important to address ethical

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

3.5 Research Instruments

3.6 Data Collection

3.7 Data Analysis

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

4.1.Profile of the Respondents

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

4.1.3 Monthly Family Income

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

4.2. Students Reading Interest

4.2.1 Types of Books usually Read

Types of Books Weighted mean Rank

4.2.2 Reading Habits

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

1. I read fast and understand most of what I

4.2.3 Types of Materials usually Read

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

Types of Materials Weighted mean Rank

4.2.4 Time Spent for Reading

1 hour and less 3.27 3

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

Continuation of table 7...

4.2.5 Types of Characters usually Read

4.3 Relationship between Reading Interest and Respondents Profile

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

Variable Degrees of Computed Critical Decision Interpretation

Age 8 8.13 15.51 Accept 𝐻𝑜 Not Significant

4.4 Reading Difficulties

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

1. I turn to dictionaries when coming across

2. I do not pay attention to the implied meaning

5. I grasp the main idea of the material while

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

Continuation of table 10...

General Weighted Mean 3.17

4.5Relationship between the Respondents Reading Difficulties and Profile

Relationship between Respondents Reading Difficulties and Profile

Variable Degrees of Computed Critical Decision Interpretation

Name: ______________________ Grade Level: