Author

Charizma-May M. Nagaño*
Northeastern College, Santiago City, Isabela, Philippines

Abstract

Reading is a fundamental skill that supports academic success and lifelong learning, particularly in the early grades where foundational literacy is developed. However, limited localized evidence on the specific nature, prevalence, and contributing factors of reading difficulties among Grade 2 pupils constrains the development of responsive and targeted interventions. This study examined the nature and prevalence of reading difficulties in Quirino District, Isabela, using a descriptive-normative design with 26 teacher-respondents. Findings revealed that reading difficulties are often observed and affect many pupils, particularly in phonemic awareness, decoding, fluency, and comprehension. These difficulties are influenced by interconnected factors related to learners, home environment, instructional practices, and resource availability. Teachers also encountered serious challenges, although implemented interventions were found to be very effective. The study stresses the need for sustained, collaborative, and context-based strategies to improve reading outcomes among early-grade learners.

Keywords: Reading difficulties, phonemic awareness, reading comprehension, instructional strategies, early-grade learners.

*Corresponding author/ Email: charizma11984@gmail.com
DOI: http://doi.org/10.69651/PIJHSS0502964

Recommended citation:
Nagaño, C. M. (2026). Nature and prevalence of reading difficulties among Grade 2 pupils in Quirino District, Isabela. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 1097-1105. http://doi.org/10.69651/PIJHSS0502964

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