Author

Angie M. Albano*
Teacher 1/Pao Elementary School, Namabucayan Elementary School, Namabucayan, Tabuk City, Kalinga, Philippines

Abstract

This study examined the reading misconceptions among 22 Grade 5   learners of Pa-o Elementary School, Tabuk City, Kalinga, for School Year 2025–2026. It aimed to identify the learners’ reading misconceptions, describe their profile, determine if there is a significant relationship between their profile and reading misconceptions, and develop an intervention program. A quantitative descriptive research design was used. Data were gathered through a questionnaire and analyzed using frequency, percentage, mean, t-test, and ANOVA. Results showed that most learners were 11–12 years old, male, and had access to books at home, but most spent less than 30 minutes a day reading. The learners rarely showed wrong ideas about reading; however, they often struggled in identifying the main idea and important details of texts. The findings also showed no significant relationship between learners’ profile variables and their reading misconceptions. Based on the results, an intervention program called PROJECT CARE was developed to improve learners’ reading comprehension, especially in identifying main ideas and supporting details.In conclusion, the learners have basic reading understanding but need further support in developing higher-level comprehension skills.

Keywords: Reading misconceptions, reading comprehension, intermediate learners, intervention program, elementary pupils.

*Corresponding author/ Email: albano.angie@dep.ed.gov.ph
DOI: http://doi.org/10.69651/PIJHSS05021002

Recommended citation:
Albano, A. M. (2026). Reading misconception among intermediate learners: Basis for an intervention program. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 1632-1639. http://doi.org/10.69651/PIJHSS05021002

Read the full text

References

Anhao. (2021). Factors influencing reading comprehension among intermediate learners. International Journal of Educational Research, 10(2), 45–53.

Areepattamannil, S., Freeman, J., & Klinger, D. (2020). The role of the home literacy environment in students’ reading achievement. Educational Studies, 46(3), 355–370. https://doi.org/10.1080/03055698.2019.1576860

Boonen, A., Van Damme, J., & Onghena, P. (2020). Parental involvement and children’s reading development. Educational Psychology Review, 32(2), 366. https://doi.org/10.1007/s10648-019-09480-0

Cabalo. (2019). Reading ability of pupils from far-flung barangays based on PHIL-IRI results. Philippine Journal of Education, 98(1), 67–78.

Cain, K. (2020). Reading comprehension development and difficulties. Annual Review of Psychology, 71(1), 35–59. https://doi.org/10.1146/annurev-psych-010419-050935

Casicas, & Quirap. (2023). Reading motivation and intrinsic interest in literacy learning. Journal of Literacy Studies, 15(2), 120–134.

Connolly, P., Keenan, C., & Urbanska, K. (2019). The influence of teaching practices on literacy outcomes in primary schools. Educational Research Review, 27, 150–165. https://doi.org/10.1016/j.edurev.2019.03.002

Garcia, & Cain, K. (2021). Vocabulary knowledge and its role in reading comprehension. Journal of Educational Psychology, 113(4), 756–768.

Garcia, et al. (2025). Digital parenting and academic outcomes in rural communities. Asian Journal of Education and Development Studies, 14(1), 88–102.

Mahwasane. (2017). The role of school libraries in improving learning outcomes. South African Journal of Education, 37(1), 1–9.

Manaois. (2021). Reading comprehension as a complex cognitive process. Philippine Journal of Language and Literacy, 12(1), 45–58.

Martin. (2018). Reading for pleasure and its effects on student development. Literacy Research and Instruction, 57(3), 256–269.

McVeigh. (2019). Reading for pleasure and vocabulary growth among learners. Journal of Literacy Education, 11(2), 67–79.

Nadeem, & Moin. (2023). Intrinsic motivation and reading engagement among students. International Journal of Educational Psychology, 12(1), 44–60.

OECD. (2019). PISA 2018 results (Volume I): What students know and can do. OECD Publishing. https://doi.org/10.1787/5f07c754-en

Saggaf, et al. (2020). Factors affecting reading comprehension among students. International Journal of Literacy Studies, 8(2), 78–89.

Taladngoen. (2020). Environmental factors affecting students’ reading performance. Journal of Educational Development, 9(1), 55–63.

Torppa, M., Georgiou, G., Lerkkanen, M., Niemi, P., Poikkeus, A., & Nurmi, J. (2020). Examining reading development and difficulties among children. Reading Research Quarterly, 55(3), 389–407. https://doi.org/10.1002/rrq.279

Tomas, et al. (2021). The relationship between reading fluency and comprehension. Journal of Language and Literacy Education, 17(2), 112–124.

Tuell. (2021). Socioeconomic status and student literacy development. Educational Research Journal, 13(1), 22–34.

Vuzo. (2022). Availability of school libraries and students’ reading interest. African Educational Research Journal, 10(2), 145–153.

Zhang. (2020). Instructional practices and reading comprehension. Journal of Educational Psychology, 112(5), 1010–1023.