CHAPTER I

INTRODUCTION

RATIONALE

Reading is a complex process involving word recognition, comprehension,

fluency, and motivation. Reading is more than just making meaning from prints but it
involves interaction with the texts. In school, reading is one of the most important skills a
learner should develop. Reading is a life skill that will enable learners to extend their
concepts and gain information as the basis for other learning.

Learning to read is essential to learners’ well-being. Reading habit is however the

single most important determinant of a student’s success in education and in the modern
complex society (State, n.d.) A child who cannot read at a comfortable level will
experience significant difficulties mastering many types of academic content and may
have the risk to fail in school (Reid, n.d.). It was further stressed that every learner must
become fully proficient in reading to be successful in school (Aina, A J;Okusaga, T.O.;
Taiwo, Adebowale and Ogundipe, 2011). Moreover, Cayubit (2015) added that any
Filipino child with sufficient reading skills would have greater chances of success in
school compared to a child whose reading skills are poor.

Due to the importance of reading, it became a dream of every teacher that every
student in her class is a reader who can acquire knowledge, skills and understanding to
combat the challenges of life in order to meet the global demand. In the journal Reading
Culture: A Panacean for Educational Development published by Delta State, reading is
the Corner stone of learning. Thus, one can safely say that reading is the backbone of
learning Mathematics, Science, Social Studies and other subjects. However, the reality
shows that many young learners are experiencing some kind of difficulty and struggles in
learning to read especially in our present world where there are many distractions like
games and other social media, which make their interest in reading suffer. In fact, because
of technological development and the widespread of the use of social media, students’
reading habits are changing. Today, while technology is slowly taking a steady control
over individual lives, the reading habit is fast vanishing. Students now lack the skill and
interest in reading and instead they spend more hours on electronic media, playing online
games and browsing their Facebook and Twitter accounts (Adu-sarkodee, Asante, &
Akussah, 2015).

This reality is an international scenario. According to the result of the National

Assessment of Educational Progress, more than two thirds of all 14-year-old students in
the United States of America (USA) read below grade level, and more than six million
students in the said country between the ages of 12 and 18 are struggling readers. The
same scenario is happening in Germany where nearly one-fifth of 15-year-olds in their
country are reading below grade level expectations (Kissau & Hiller, 2013). In the
Philippines, the situation is no different from the world. In fact, the government issued
policies and programs to keep children is school as stated in Education for All 2015
National Review. Part of it is to make each child a reader by the time he/she complete
Grade 1(Department of Education of the Philippines & UNESCO, 2015). This policy
aims to keep children in school and eventually help them succeed in life because children
with poor reading skills receive poor grades at school, get easily distracted and frustrated,
have behavior problems, seem to dislike school, often fail to develop to their full
potential and eventually will drop from school works. (Cayubit, 2015). Thus the
Philippine government gave priority on developing learners’ ability to read and write to
promote effective readers and enhance literacy(Davis et al., 2016).

It is for also for these reasons that United States of America Agency for
International Development (USAUD) has invested heavily in raising the reading ability
of millions of children across dozens of countries. It made improvement of reading
instruction, strengthening education delivery systems, and enhancing engagement,
accountability and transparency as part of its Goal 1 of the 2011–2015 Education
Strategy. Between the years 2011 and 2015, USAID had sponsored early grade reading
programs reaching out to 37.7 million primary-aged students(Piper & Spratt, 2016).

According to Mendoza (2015), learning institutions need to intensify renewed

efforts as well as commitment in promoting and sustaining effective skill, in a rapidly
changing condition. Most often, the determinant of a successful learning institution is
through their students’ reading proficiency.

Apparently, in the Philippines, the ability to read and write is our priority that the
government puts effort to promote effective readers and enhance high literacy. One can
be literate, but not necessarily a reader because reading is a skill that requires the
development of a habit that must be exercised regularly, if it is to be retained and
enhanced.

Consequently, non-reader can be considered as having with reading disability. A

non-reader is an individual, with a reading disability, who demonstrates difficulties in
reading skills that are unexpected in relation to age, cognitive ability, quantity and quality
of instruction, and intervention. The reading difficulties are not the result of generalized
developmental delay or sensory impairment (Lundberg & Hoien, 2001).

Statement of the Problem: General Statement

The lived experiences of junior high school non-readers present a complex and
multifaceted issue with significant implications for individual students, educators, and the
broader educational system. This statement of the problem aims to highlight the key
challenges and concerns surrounding this population, setting the stage for further
exploration and potential solutions.

The Problem:

Junior high school students who struggle with reading face a multitude of
obstacles that impede their academic progress, social development, and overall well-
being. These challenges include:

- Academic Struggles: Non-readers often experience significant difficulties across

all subject areas, as reading is fundamental to comprehension and learning. This
can lead to frustration, disengagement, and a sense of inadequacy.
- Isolation: The inability to read can create social barriers, hindering students’
ability to participate in classroom discussions, connect with peers, and access
 information independently. This isolation can contribute to feelings of shame,
anxiety, and low self-esteem.
- Limited Future Opportunities: Poor reading skills significantly impact future
educational and career prospects. Students who struggle with reading may face
difficulties in higher education, vocational training, and employment.
- Lack of Support and Resources: Schools and communities often lack the
necessary resources and support systems to effectively address the needs of non-
readers. This can lead to a cycle of underachievement and limited opportunities.

The Need for Action:

Understanding the lived experiences of junior high school non-readers is crucial

for developing effective interventions and support systems. This requires a multi-pronged
approach that addresses the following:

- Early Identification and Intervention: Implementing comprehensive literacy

assessments and early intervention programs can help identify struggling readers
and provide targeted support.
- Teacher Training and Professional Development: Equipping teachers with the
skills and knowledge to effectively teach struggling readers is paramount. This
includes training in differentiated instruction, reading interventions, and strategies
for fostering a positive learning environment.
- Collaborative Partnerships: Building partnerships between schools, families,
and community organizations can create a network of support for non-readers.
This collaboration can provide access to resources, mentorship, and opportunities
for engagement.

Research Questions

Title: Di Matawmatya: Lived Experiences of Junior High School Non-readers

1. What are the lived experiences of the non-readers in terms of written works,
performance task and periodical test?
a. Do you go to school regularly? How?
 b. Do you participate when there are quizzes in school? How about
performance task and periodical tests?
c. Did you read and understand the instruction well before taking the tests?
Why?
d. What happened to your scores? Did you pass?
e. How did you survive in your elementary years?
f. What are the most difficult challenges you experienced when you cannot
read?
2. What are the problems encountered by the students daily caused by the lack of
reading skills? How do they describe their feelings?
a. What are your daily problems in school and in the community caused by
the in ability to read? Is bullying your problem?
b. How do you describe your feelings when you need to read and understand
but you cannot?
c. What did you do to be able to overcome all your problems in reading and
understanding?
3. What strategies or interventions were undertaken by the non-readers to be able to
read or acquire reading skill?
a. Did you undergo a reading intervention program?
b. What are the reasons that made the intervention successful, that help you
read a little? Or it did not help you read?
c. Did your parents help you to read? How?
d. Can you text message and post un Facebook? Why?
4. What challenges or barriers have emerged in those interventions?
a. If you have undergo a reading intervention, who gave the intervention?
b. What are the difficulties you have encountered while you have the reading
intervention? Why?
c. What do you think is the main barrier for you that you have not learned to
read? Why?

Scope and Delimitation

 The study can be generalized and can go beyond the current information. As such,
as it is confined only to junior high school students non-readers readers from public
school of salunayan high school from division of cotabato. The data will be gathered
from junior high school non-readers through in depth interviews and another 8 non-
readers who will undergo focus group discussion for triangulation purpose. The study is
dependent on the ability of the informants and participants to describe their experiences
on their challenges encountered and their coping mechanism informants and participants
have varied experiences and therefore, may be subjective, since ( administration)
administrative permission is necessary to again occur to informants, parents principals
and superintendents will be informed of the study and it’s purposes.

Significance of the Study

The findings of the study will give future comprehensive strategies on

how to decrease the number of Non-readers and not limited to Junior High School
participants that are related to the following:

Students. The findings of this study would help students to understand

their own struggles and struggles of their schoolmates who had difficulty in
reading the English/Filipino language. This study would further give them
insights on how to help such students in their school.

Parents. This study is beneficial to parents in assessing their children’s

reading skills and challenges. This will also guide them to understand their
learners better and eventually help them in their reading struggles.

English/Filipino Language Teachers. The results of this study can be

beneficial to language teachers in understanding their struggling readers and
eventually aid them in determining appropriate strategies in assisting non-readers.

Principals/School Heads. The result of the study will provide school

administrators insights of the challenges in decreasing non-readers. It may be of
 great help in designing a plan of action in support to the School reading program.
The result of the study will help solve the problem regarding the struggles being
experienced by the non-readers.

Theoretical Lens

The study was anchored on the Cognitive development theory of Lev Vygotsky’s
in 1930. This theory emphasizing social interactions, the Zone of Proximal Development
(ZPD), the More Knowledgeable Other (MKO), and scaffolding in learning, continue to
be relevant in education. While his work does not specifically address non-readers,
educators can apply these concepts to support individuals in developing literacy skills. By
understanding a learner’s current abilities and providing appropriate support, such as
guided instruction and social learning opportunities, educators can bridge the gap
between current skills and potential proficiency. Vygotsky’s sociocultural perspective
provides valuable insights for addressing challenges in literacy acquisition.

Related Literature

The topics presented here focused on the following: definition of reading,

characteristic of a non-reader, the challenges of non-readers, designing reading programs
that work, prevention and early intervention for non-readers.

Definition of Reading

Reading is a complex process made up of several interlocking skills and

processes. These skills and strategies are employed before, during, and after reading.
Reading is a process by which the reader makes personal connections with a text to
construct meaning. Reading and responding to a text are integral parts of language
learning. Effective readers employ a wide repertoire of meaning-making (comprehension)
strategies that they can deploy independently with a range of texts (Tankersley, 2013).

Characteristic of a Non-reader

Non-readers cannot recognize words quickly and efficiently. They could not
demonstrate high word recognition. They possess weak fluency skills. They read with no
good expression, intonation, pitch, and phrasing. To add, non-readers cannot recognize
some letters or words like own name, classroom labels, signs, and other environmental
print (Mather & Goldstein, 2001).

Thus, Saskatchewan (2013) urges that it is important for teachers to understand

the critical elements of reading instruction. Students who have a reading disability will
require intensive direct instruction. The critical elements of reading instruction include;
strategies for reading comprehension, strategies for building meaning using the cues and
conventions of language including phonological awareness, phonemic awareness,
phonics, vocabulary development, awareness of sentence structures, awareness of text
structures and organizational patterns, and the pragmatics of text and reading fluency. In
addition, Saskatchewan (2012), believed that Learning English language arts curricula
must focus on teaching students through an integrated process to help them understand
the relationship among the elements and how they relate to the ultimate goal of reading.
Expressive and receptive oral language provide the foundation for these elements. These
critical elements must be explicitly and intensively taught if students are to become
proficient readers and writers. Students who are at risk for reading failure require direct
teaching through a systematic format.

Further, an extensive research has found out that each of the components is an
important element in teaching children to become proficient readers. A focus on any
single element is not sufficient to comprise an effective reading program. All elements
need to be taught systematically and explicitly through a balanced approach. Only when
all the elements are taught in a balanced approach do students have the opportunity to
become proficient readers who can gain knowledge from print.

The Challenges of Non-Readers

In the study made by Johnston (2010) emphasized that students with very weak
reading skills have serious academic problems, which can develop into social problems
as they reach the middle and high school years. Through years of failure and labeling,
they often develop hard shells of resistance to reading. They compensate with strong
auditory and observational skills, generally trying to avoid notice. Feeling helpless and
hopeless, they may be vulnerable to anti-social behavior.
 Moreover, Stanovich (2014) describes the downward spiral of students who start
out having trouble acquiring alphabetic coding skills and recognizing words. With these
barriers, they cannot read for meaning, and find reading increasingly unrewarding. They
practice less and have more negative experiences around reading. Increasingly, they
avoid reading or merely tolerate it, without really engaging in what’s being read.
Emotional side effects begin to be associated with school, and the entire school
experience is impacted.

To escape from this spiral, students need an instructional environment that fosters
the optimism that they can improve. Motivation must be as important a focus as skills
development. Effective programs provide students access to interesting reading materials
at their own levels, opportunities to share reading experiences, activities they choose and
direct, interspersed with more prescriptive lessons . . . but above all, effective programs
provide instructors who convey a message of faith in the student’s capability to achieve
success.

Designing Reading Programs that Work

To rescue non-readers, we need programs that teach them to read well enough to
profit from their education. The research in this realm is voluminous — and highly
controversial. Although most would agree that non-readers need explicit phonics
instruction and practice in the beginning phases of reading acquisition, there is serious
disagreement about how, when, and to what degree to integrate contextual reading.
Researches on which types of classroom programs have the greatest benefits for non-
readers, and why specific remediation approaches do and don’t produce results, are not
generally accepted.

Practitioners cannot wait for consensus from the research front. They must
develop approaches based on selected research, balancing theories with direct experience
to meet the pressing needs of their students. By continuous monitoring and adjustment,
drawing from the wide realm of commercially available products, and tapping outside
expertise as resources are available, schools can create programs that make readers of all
students. The only prerequisites are leadership, commitment, and support (Lyons, 2012).
 Phonological Awareness and the Graphophonic Cueing System is for beginning
readers who develop their concept of letters and the alphabet. The recognition and
naming of letters is foundational to using the graphophonic cueing system. By noticing
letters in environmental print, singing, and recognizing their own name, students begin to
explore and understand this relationship. Students who do not develop this understanding
will require explicit and direct instruction in phonics. Likewise, Phonics instruction
should begin with a foundational understanding of phonemic awareness and letters of the
alphabet. Most students eventually develop sound-letter relationships that help them
decode and spell words. Effective phonics instruction focuses students’ attention on
noticing the letter-sound patterns. By embedding phonics instruction in the total language
arts program and by using teachable moments, teachers can assist most students to
develop an understanding of the graphophonic cueing system.

Vocabulary Development and the Semantic Cueing System. Beginning readers

develop a word awareness. Students need to develop a store of words that they recognize
automatically and understand. By repeated reading experiences (e.g., labels, key words,
messages, word walls, lists) students develop recognition of most words they see, hear,
and write. During the reading process, students need to understand the words that allow
them to comprehend what they are reading and the strategies that they need to figure out
the meaning. Vocabulary cannot be left to chance; it has to be developed and extended
and taught. However, for some of our students, developing and expanding their
vocabulary level is a complex process that requires multiple exposure to words and their
meanings. They must be taught to use various word-learning strategies as they approach
new words in their reading and in their environment. Effective vocabulary instruction
occurs when students are provided multiple exposure to words in a variety of contexts,
words are taught in the context of a selection or unit, teachers help students activate prior
knowledge when learning new words, relationships are drawn between new words and
known words and concepts.

Text Forms, Features, and the Textual Cueing System. Students also have to
recognize that words and sentences form different types of text, which are organized in
particular structures or patterns. Typical textual cues and conventions for fiction, for
example, include a setting (when and where), characters (who), and a series of events that
focus on a problem followed by a solution. For students to be able to follow and
understand text, they have to be able to recognize the organizational structures behind the
text.

Prevention and early intervention for Non Readers

It is critical that students with reading difficulties and disabilities are identified
early so that the appropriate intervention strategies may be implemented. Students who
have a reading disability require explicit and intensive instruction that is ongoing.
Classroom teachers continually assess students’ learning in order to inform instruction.

More so, when teachers have initial concerns about a student’s lack of progress,
there are many things they can do to support the student. It is important to intervene as
soon as the teacher recognizes that a student is falling behind. A suggestion also focuses
on working together with parents to identify concerns and to develop a classroom
intervention plan. In many situations, these interventions may be effective and no further
input may be required. Teachers in reading class need also to be assisted in identifying
the source of reading difficulty. Because classroom teacher with possible support of
special educator and/or administrator must discuss concerns with parents/guardians,
ensures vision, hearing, and medical assessments are up to date, reviews cumulative
record, collects data through informal assessments, documents observations, identifies
areas of strengths and difficulties If there is sufficient information, develops Classroom
Intervention Plan. Based on the research, 90 to 95 percent of poor readers, prevention and
early intervention provided by well-trained teachers can increase reading skills to average
reading levels (Tankersley, 2013).

These intervention programs must combine instruction in reading comprehension

strategies, the language cueing systems including phonemic awareness, phonics, syntax,
text, and pragmatic and fluency development. However, there is also evidence to suggest
that if we delay intervention until nine years of age, approximately 75 percent of the
children continue to have difficulties learning to read throughout high school (Tankersley,
2013). Successful intervention requires that teachers understand the reading processes
and instruction, think diagnostically, and use this information on an ongoing basis to
inform instruction. Struggling readers need multi-level, flexible, small-group instruction
balanced with whole-class instruction in which the teacher models and explicitly teaches
reading strategies.

Definition of Terms

Non-readers. These are the Junior High School learners from Salunayan High
School.

Reading Challenges. These are the hard experiences encountered by junior high
school students.

Reading strategies. These are the approaches suggested in this study to help non-
readers to cope with their readings challenges.

Junior High School Students. These are the non-readers and the participants in
this study.