International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue X, October 2021 | ISSN 2454–6186

Experiences and Challenges of Struggling Readers in the Framework of Modular Distance Learning

Simplicio J. Libre III¹, Dr. Ronald S. Decano^2
1Graduate Student, Doctor of Philosophy in Educational Management, Davao del Norte State College, Philippines
²Dean, Institute of Advanced Studies, Davao del Norte State College, Philippines

Abstract- Reading is a macro skill in English that needs to be mastered in order to learn other subject areas. With the paradigm shift in education from face-to-face to Modular Distance Learning, non-readers and slow readers are left out from learning necessary skills. This primarily led to conducting this study and interviewed fifteen (15) non-readers and slow readers learning under Modular Distance Learning. Qualitative-Phenomenology is used in this research using In-Depth interview (IDI) and Focused Group Discussion (FGD) to interpret the challenges and experiences of learners that cause academic underachievement. The interview focus is primarily on the struggles, experiences, and motivations of Junior high School and Senior High School learners in learning under Modular Distance Learning. Reading difficulty, Reading as essential for Communication, Need for Communication, Comprehension Difficulty, Grammar difficulty, writing and composition difficulty and mispronunciation were some of the themes that emerged. It is recommended that an introduction of a sustainable reading program, assessment of individual reading level, homogeneity of reading level in a class, and monitoring and success evaluation shall be implemented to cater to the development of these learners’ reading literacy leading academic achievement.

Key Words- Reading, Academic Achievement, Modular Distance Learning, non-readers, slow readers

I. INTRODUCTION

The introduction of Modular Distance Learning in the Philippines received positivity and criticism (Kintanar et al., 2021). Its implementation across countries widely increased educational gaps, especially to non-readers and struggling readers. Questions clouded its implementation with common questions and confusions relating to reading literacy among non-readers, slow readers, and struggling readers (Salamuddin, 2021).
Reading as a macro an English macro skill is required for the mastery of other skills that leads to literacy in the primary ground for most processes in learning (Kennedy et al., 2012). Making inferences while reading appears a concern for learners (Pretorius, 2000). Inferring that reading is necessary for an individual to learn and be competent in many aspects of academic achievement.