Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 44 no. 1 (2025)

If There's A Will, There's A Way: Exploring the Experiences of Grade 6 Learners under the School Reading Program at Salimama Integrated School

Analiza Ambo | Fredgie Pasco

Discipline: Education

 

Abstract:

The purpose of this multiple-case study was to describe and analyze the challenges encountered by Grade 6 learners in the School-Based Reading Program at Salimama Integrated School, Alabel 4 District, Alabel, Sarangani Province. Using a qualitative case study approach, the research involved five Grade 6 learners as respondents. The findings revealed four main challenges: difficulty in understanding reading materials, the need for translation into the local language, struggles with grammar, writing, and composition, and absenteeism due to home responsibilities. In terms of coping mechanisms, the learners demonstrated self-proficiency, perseverance and hard work, a commitment to finishing their studies and improving themselves, and relied on support from family and teachers. Additionally, three key lessons learned were identified: development of language competence, vocabulary enhancement, and improved oral language fluency. These findings offer valuable insights into the difficulties faced by learners in reading programs and suggest areas for intervention and support to improve their literacy development., and future research on strengthening family communication dynamics.



References:

  1. Adler, R. H. (2022). Trustworthiness in qualitative research. Journal of Human Lactation, 38(4), 598-602. https://doi.org/10.1177/08903344221116620
  2. Alaboud, A. (2022). The positive effect of translation on improving reading comprehension among female arabic learners of English as foreign language. https://doi.org/10.24093/awej/vol13no2.29
  3. Afacan, K., Wilkerson, L., & Ruppar, L. (2018). Multicomponent reading interventions for students with intellectual disability. Remedial and Special        Education, 39(4), 229-242. https://doi.org/10.1177/0741932517702444.
  4. Baye, A., Inns, A., Lake, C., & Slavin, E. (2019). A synthesis of quantitative     research on     reading programs for secondary students. Reading Research Quarterly, 54(2), 133-166. https://doi.org/10.1002/rrq.229
  5. Campbell, S., Greenwood, M., Prior, S., Shearer, T., Walkem, K., Young, S., ... & Walker, K. (2020). Purposive sampling: complex or simple? Research case examples. Journal of Research in Nursing, 25(8), 652-661. https://doi.org/10.1177/1744987120927206
  6. Capin, P., Gillam, L., Fall, M., Roberts, G., Dille, T., & Gillam, B. (2022). language and reading comprehension difficulties. Annals of Dyslexia, 1-           27. https://doi.org/10.1007/s11881-022-00255-3.
  7. Cunningham, J. W., & Fitzgerald, J. (1996). Epistemology and reading. Reading Research Quarterly, 31(1), 36-60.  https://doi.org/10.1598/RRQ.31.1.3
  8. Davis, H., McPartland, M., Pryseski, C., & Kim, E. (2018). The effects of coaching on English teachers’ reading instruction practices and adolescent students’ reading comprehension. Literacy Research and Instruction, 57(3), 255-275. https://doi.org/101080/19388071.2018.1453897
  9. Deterding, N. M., & Waters, M. C. (2021). Flexible coding of in-depth interviews: A twenty-first-century approach. Sociological Methods & Research, 50(2), 708-739. https://doi.org/10.1177/0049124118799377
  10. Duckworth, A. L., Quinn, P. D., & Tsukayama, E. (2021). Revisiting the factor structure of grit: A commentary on Duckworth and Quinn (2009). Journal of Personality Assessment, 103(5), 573-575. https://doi.org/10.1080/00223891.2021.1942022
  11. Grapin, L., Waldron, N., & Joyce‐Beaulieu, D. (2019). Longitudinal effects of RTL implementation on reading achievement outcomes. Psychology in the Schools, 56(2), 242-254. https://doi.org/10.1002/pits.22222
  12. Grills, E., Fletcher, M., Vaughn, R., & Bowman, C. (2022). Internalizing symptoms and reading difficulties among early elementary school students. Child Psychiatry & Human Development, 1-11. https://doi.org/10.1007/s10578-022-01315-w
  13. Haq, Z. U., Rasheed, R., Rashid, A., & Akhter, S. (2023). Criteria for assessing and ensuring the trustworthiness in qualitative research. International Journal of Business Reflections, 4(2). https://doi.org/10.56249/ijbr.03.01.44
  14. Heiskala, L., Erola, J., & Kilpi-Jakonen, E. (2021). Compensatory and multiplicative advantages: Social origin, school performance, and stratified higher education enrolment in Finland. European Sociological Review, 37(2), 171-185. https://doi.org/10.1093/esr/jcaa046
  15. Jaafar, E. A. (2020). Schema theory and text-worlds: A cognitive stylistic analysis of selected literary texts. Journal of the College of Education for Women, 31(2), 52-65. https://doi.org/10.36231/coedw/vol31no2.41
  16. Kidd, E., & Garcia, R. (2022). How diverse is child language acquisition research?. First Language, 01427237211066405. https://doi.org/10.1177/0142723721
  17. King, R. B., & Trinidad, J. E. (2021). Growth mindset predicts achievement only among rich students: Examining the interplay between mindset and socioeconomic status. Social Psychology of Education, 24(3), 635-652. https://doi.org/10.1007/s11218-021-09616-z
  18. Kithinji, W. K., & OHirsi, A. I. (2022). Relating English language proficiency to academic performance among non-English speaking undergraduate students in Kenyan universities. East African Journal of Education Studies, 5(1), 66-76. https://doi.org/10.37284/eajes.5.1.560
  19. Koepp, A. E., Gershoff, E. T., & Marteleto, L. J. (2022). Parent involvement and children’s academic achievement: Evidence from a census of public school students in Brazil. Child Development. https://doi.org/10.1111/cdev.13816
  20. Kocaarslan, M. (2019). The effects of reading rate, accuracy and prosody on second grade students’ oral retelling. Acta Psychologica, 197, 86-93. https://doi.org/10.1016/j.actpsy.2019.05.005
  21. Leo, F. M., Mouratidis, A., Pulido, J. J., López-Gajardo, M. A., & Sánchez-Oliva, D. (2022). Perceived teachers’ behavior and students’ engagement in physical education: The mediating role of basic psychological needs and self-determined motivation. Physical Education and Sport Pedagogy, 27(1), 59-76. https://doi.org/10.1080/17408989.2020.1850667
  22. Lian, B. (2020). The influence of school literacy movement and reading habit on student’s achievement. https://doi.org/10.31219/osf.io/bdnks
  23. Libre, S. J. III, & Decano, R. S. (2021). Experiences and challenges of struggling readers in the framework of modular distance learning. https://ideas.repec.org/a/bcp/journl/v5y2021i10p705-712.html
  24. Linder, E., Mueller, K., Gibbs, M., Alper, A., & Freeman, M. (2018). Effects of an animal-assisted intervention on reading skills and attitudes in second     grade students. Early Childhood Education Journal, 46(3), 323-329.https://link.springer.com/article/10.1007/s10643-017-0862-x
  25. Maharsi, I., Ghali, I., & Maulani, S. (2019). High school students’ reading habit and perception on reading for pleasure. International Journal of Indonesian Education and Teaching, 3(1), 80-89.    https://doi.org/10.24071/ijiet.2019.030108
  26. Mak, F., Wang, M., & Chu, S. (2019). Effects of a gamified learning platform on elementary school students’ flow experiences in leisure reading. Proceedings of the Association for Information Science and Technology, 56(1), 454-458. https://doi.org/10.1002/pra2.75
  27. Mölder, F., Jablonski, K. P., Letcher, B., Hall, M. B., Tomkins-Tinch, C. H., Sochat, V., & Köster, J. (2021). Sustainable data analysis with snakemake. F1000Research, 10. https://doi.org/10.12688/f1000research.29032.2
  28. Nagao, H. (2002). Using top-down skills to increase reading comprehension. https://files.eric.ed.gov/fulltext/ED475744.pdf
  29. Pindiprolu, S., & Forbush, E. (2021). Comparative effects of computer-based reading programs on the early literacy skills of at-risk students. Journal of             Educational Technology Systems, 50(2), 255-272. https://doi.org/10.1177/00472395211040048
  30. Pindiprolu, S., & Marks, J. (2020). Preventing summer reading slide: Examining the effects of two computer-assisted reading programs. Rural Special Education Quarterly, 39(3), 116-127. https://doi.org/10.1177/8756870520914281
  31. Prescott, E., Bundschuh, K., Kazakoff, R., & Macaruso, P. (2018). Elementary school–wide implementation of a blended learning program for reading intervention. The Journal of Educational Research, 111(4), 497-506. https://doi.org/10.1080/00220671.2017.1302914
  32. Pustika, R., & Wiedarti, P. (2019). The implementation of reading instruction in           efl classroom. ETERNAL (English, Teaching, Learning, and Research             Journal), 5(1), 75-87. https://doi.org/10.24252/Eternal.V51.2019.A7
  33. Putra, D. (2020). The Implementation of Extensive Reading Program and Its Contribution in Enhancing Reading Comprehension for Senior High School Students (Doctoral Dissertation, Universitas Pendidikan       Indonesia). UPI Repository. http://repository.upi.edu/id/eprint/44629
  34. Renandya, W. A., & Nguyen, M. T. T. (2022). Teaching speaking in L2 contexts. Handbook of Practical Second Language Teaching and Learning. https://doi.org/10.4324/9781003106609-22.
  35. Roksa, J., & Kinsley, P. (2019). The role of family support in facilitating academic success of low-income students. Research in Higher Education, 60(4), 415-436. https://doi.org/10.1007/s11162-018-9517-z
  36. Schutt, R. K. (2019). Understanding the social world: Research methods for the 21st century. Sage Publications. https://toc.library.ethz.ch/objects/pdf03/z
  37. Simamora, R. M. (2020). The Challenges of online learning during the COVID-19 pandemic: An essay analysis of performing arts education students. Studies in Learning and Teaching, 1(2), 86-103. https://dpo.org/10.46627/silet
  38. So, M. (2019). An analysis on impact of the self-selected reading program using recommended book lists to high school students’ reading motivation. Journal of Korean Library and Information Science Society, 50(1), 177-198. http://dx.doi.org/10.16981/kliss.50.201903.17
  39. Stahl, N. A., & King, J. R. (2020). Expanding approaches for research: Understanding and using trustworthiness in qualitative research. Journal of Developmental Education, 44(1), 26-28. https://www.jstor.org/stable/45381095  
  40. Sun, X. (2020). An exploration of students’ and teachers’ perceptions of a two-year extensive reading program in a Chinese secondary school. The Reading Matrix: An International Online Journal, 20(1), 201-219. https://readingmatrix.com/files/22-a0623w45.pdf
  41. Thomas, G. (2021). How to do your case study. How to Do Your Case Study, 1-320. https://www.torrossa.com/en/resources/an/5018110
  42. Upton, N. J., Hodgson, T. L., Plant, G. T., Wise, R. J. S., & Leff, A. P. (2003). “Bottom-up” and “top-down” effects on reading saccades: A case study. Journal of Neurology, Neurosurgery & Psychiatry, 74(10), 1423-1428. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1757385/pdf/v074p01423.pdf
  43. Vaisman, E. E., & Kahn‐Horwitz, J. (2020). English foreign language teachers’ linguistic knowledge, beliefs, and reported practices regarding reading and spelling instruction. Dyslexia, 26(3), 305-322. https://doi.org/10.1002/dys.1608
  44. Vaughn, S., Grills, E., Capin, P., Roberts, G., Fall, M., & Daniel, J. (2021). Examining the effects of integrating anxiety management instruction        within a reading intervention for upper elementary students with reading difficulties. Journal of Learning Disabilities, 00222194211053225. https://doi.org/10.1177/00222194211053225
  45. Wandasari, Y., Kristiawan, M., & Arafat, Y. (2019). Policy evaluation of school’s literacy movement on improving discipline of state high school students. International Journal of Scientific & Technology Research, 8(4), 190-198. http://surl.li/exhdvy
  46. Williams, G. (2019). Applied qualitative research design. Scientific e-Resources. http://surl.li/iovpgv
  47. Zawadka, J., Miękisz, A., Nowakowska, I., Plewko, J., Kochańska, M., & Haman,        E. (2021). Remote learning among students with and without reading          difficulties during the initial stages of the COVID-19 pandemic. Education and Information Technologies, 26(6), 6973-6994. https://doi.org/10.1007/s10639-021-10559-3
  48. Zimmermann, M., Reed, K., & Aloe, M. (2021). A meta-analysis of non-repetitive reading fluency interventions for students with reading difficulties. Remedial and Special Education, 42(2), 78-93. https://doi.org/10.1177/0741932519855058

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic