Home⇛The Advanced Social Science in Research Journal⇛vol. 1 no. 5 (2026)

Reading Disabilities of Junior High School Students Mainstreamed in Selected Integrated High Schools’ Special Education (SPED) Centers District IV, Division of City In Schools (DCS), Manila: Basis For A Differentiated Instructional Proposal

Harlyn Perlado

Discipline: Education

 

Abstract:

The study investigated the reading disabilities of junior high school students in selected integrated High school special education centers in District IV, Division of City Schools, Manila. The goal of the study is to create a data driven basis for a proposed Differentiated Instructional Approach in Reading, tailored for secondary special education learners. Using validated sets of survey questionnaires, other primary sources of data were gathered by way of survey. Once data were summarized, they were treated statistically to answer the specific questions of the study. The study employed a combined descriptive-normative survey and qualitative evaluation design, evaluating 10 junior high school special learners diagnosed with mild retardation alongside 31 professional evaluators. By utilizing standardized informal reading inventories (IRI), word recognition tests, comprehension assessments, and six area acceptability survey, the study was able to identify the baseline reading competencies. Deficiencies and the acceptability of the proposed intervention program. The findings showed that there are severe reading deficiencies among learners demonstrated by a high acceptability of the proposed differentiated reading materials as well as identified significant evaluation differences between experts and teachers regarding the instructional design mechanics.



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