Home⇛Journal of Interdisciplinary Perspectives⇛vol. 4 no. 7 (2026)

Parents’ Perspectives on Factors Affecting the Reading Comprehension of Frustration-Level Learners: A Phenomenological Analysis

Steffanie G. Duazo | Michelle Dumagan | Laren Claire Dalumpines | Poehan Ducot | Aphrodite Bejona

Discipline: Education

 

Abstract:

This study explored the lived experiences of parents regarding the factors influencing the reading comprehension of frustration-level learners using a qualitative phenomenological approach. Ten (10) parents from selected public elementary schools in Davao del Sur were purposively selected and participated in semi-structured in-depth interviews. Findings reveal that reading comprehension difficulties among frustration-level learners are shaped by an interplay of motivational disengagement, digitally mediated distractions, and constrained home literacy environments with limited structured reading routines. Parents reported declining intrinsic motivation toward reading, as children increasingly preferred gadget-based activities, thereby reducing reading exposure and comprehension practice. Home-related conditions such as noise, sibling interference, and lack of structured learning spaces further hindered concentration and reading engagement. Despite these challenges, parents demonstrated adaptive mediation strategies, including translation, guided explanation, close monitoring, and reinforcement of reading tasks. However, they emphasized the need for stronger school-based literacy support, particularly individualized reading interventions, structured reading programs, and clearer instructional materials. Overall, the study shows that frustration-level readers experience not only academic difficulties but also reading challenges shaped by fragmented and resource-constrained home learning environments, which limit consistent reading support. This highlights the important role of parental adaptive practices in low-resource contexts and extends the understanding of home literacy environments in shaping reading outcomes. The study is limited by its small sample size and localized scope. Future research may include larger, multi-regional samples and incorporate teacher–learner triangulation to enhance depth of interpretation and broader applicability



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