Reading Skills: The Case of Frustration Level Learners in Northern Iloilo, Philippines
DOI:
https://doi.org/10.69478/BEST2025v1n1a007Keywords:
Reading Skills, Frustration Level, Learners, Reading ApproachAbstract
This case study examined four learners to determine the factors contributing to the learners' frustration level and the areas where they struggled with reading skills. The data were gathered through interviews and were analyzed using categorical aggregation to identify significant themes and meanings. The findings revealed that fear and anxiety, limited and unavailability of reading materials, and personalized and guided practice were the contributing factors to the reading skills of frustration-level learners. The difficulty in reading skills of frustration-level learners was building their strong reading foundation, especially in word recognition and syllabication of words, and comprehension of what they read. The cases of Seth, Krislen, Ejay, and Venice showed that several factors shape their reading skills and abilities. The factors that contributed to their reading skills include emotional states such as nervousness, anxiety, fear, hesitation, and physical discomfort. Availability and accessibility of reading materials, appropriate reading approaches, and personalized guidance were also influential factors. It is recommended that creating a positive and supportive learning environment for learners involves providing emotional support, accessible reading materials, personalized instruction, and addressing difficulties in building reading skills.
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Copyright (c) 2025 Noli B. Ballara, Ma. Xerxa Doan P. Billones-Franco, Joy Mae B. Aquino, Jerlyn Aragon, Merry Joy C. Barillos, Rachel Anne Y. Dris, Janice M. Pineda, Faith Villacote (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
