Author

Winnie A. Daguio*
St. Louis College of Bulanao, Tabuk City, Kalinga, Philippines

Abstract

The current study focused on the variables contributing to the comprehension problems of students in junior high schools and their linkages with academic success in core classes. More specifically, the study analyzed the role of socio-cultural, environmental, educational, and cultural elements that might have caused reading problems and determined whether reading comprehension was associated with academic achievement. To conduct an investigation, the researcher used a descriptive research design and gathered information using surveys, questionnaires, interviews, and classroom observation methods. According to the findings, the educational variable played the most prominent role, followed by environmental, cultural, and socio-cultural elements. Thus, it can be assumed that the effects of educational, environmental, cultural, and socio-cultural variables on reading comprehension are rather high. As a result, the study shows that it is essential to ensure proper teaching methods, feedback, learning environment, cultural background, and social support to develop reading comprehension and analytical skills. Based on the obtained findings, it would be appropriate to develop a framework for reading intervention that will incorporate classroom methods, group learning, culturally sensitive material, parental engagement, and community-level initiatives.

Keywords: Reading Comprehension, Struggling Readers, School-Wide Reading Program.

*Corresponding author/ Email: winnieasiwdaguio28@gmail.com
DOI: http://doi.org/10.69651/PIJHSS05021014

Recommended citation:
Daguio, W. A. (2026). Factors affecting reading comprehension among junior high school struggling readers: Basis for enhanced school-wide reading program. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 1779-1795. http://doi.org/10.69651/PIJHSS05021014

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