Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 15 no. 7 (2023)

Difficulty in Reading Comprehension and Writing Among Grade Six Learners: Basis for an Intervention Plan

Rochelle Nala

Discipline: Education

 

Abstract:

This study aimed to determine the 200 Grade Six learners’ difficulty in reading comprehension and writing in the Division of Cagayan de Oro City during school year 2020-2021. Specifically, this study sought to: a) describe the profile of the respondents, b ) identify the respondents’ difficulty level in terms of their reading comprehension and writing, c) determine the significant difference in the respondents’ level of difficulty in reading comprehension and writing when grouped according to their profile; d) the extent do the following variables explain the respondents’ difficulty in reading comprehension and writing; e) the result of the in-depth interview conducted to the learners. A descriptive research design was used in this study. Mean, standard deviation, percentage, frequency, t-test, and F-Test were used to describe the variables in the study. Findings show that the respondents’ available reading materials at home, as well as their attitude towards reading comprehension and writing characteristics, had a significant extent on their difficulty in reading, while the respondents profile showed no significant extent on their levels of difficulty in writing. Hence, learners who are not exposed to reading materials have difficulty in reading comprehension and writing, and that affects their attitude. Parents and teachers should find ways to support and assist their children by providing them with reading resources so that they can have access to them. Moreover, parents should follow up and monitor their children’s progress in school so that their children would be guided. An intervention plan was designed to help teachers and parents in finding solutions in the difficulty level of the students



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