Volume 12, Issue 6 (June 2025), Pages: 56-65

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 Original Research Paper

Reading skills and perceived challenges among high school learners in Carranglan, Nueva Ecija: A basis for developing gender-based instructional materials

 Author(s): 

 Suzette D. C. Domingo *

 Affiliation(s):

 Institute of Language and Literature, Nueva Ecija University of Science and Technology, Cabanatuan City, Philippines

 Full text

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 * Corresponding Author. 

   Corresponding author's ORCID profile:  https://orcid.org/0009-0000-1749-5722

 Digital Object Identifier (DOI)

  https://doi.org/10.21833/ijaas.2025.06.006

 Abstract

This study investigated the reading levels and perceived reading difficulties of junior and senior high school students in Carranglan, Nueva Ecija, to support the development of instructional materials tailored to varied learning needs. A total of 593 students from Grades 7 to 12 were assessed using the Phil-IRI Group Screening Test and categorized as Independent, Instructional, Frustration, or Non-Reader. Teachers also identified reading challenges through a Likert-scale survey. Findings showed a general improvement in reading proficiency across grade levels, with most Grade 12 students classified as independent readers. However, many students in the intermediate grades remained at the instructional level, indicating a need for additional support. Common difficulties included limited vocabulary, decoding issues, and weak comprehension, compounded by socio-emotional factors such as low confidence and peer-related concerns. In response, the study proposes a set of Filipino literary texts—including tula, haiku, tanaga, sanaysay, talumpati, and maikling kwento—featuring gender-sensitive themes to enhance engagement, inclusivity, and comprehension. The findings emphasize the importance of differentiated instruction, innovative teaching strategies, and targeted interventions to promote literacy and ensure equitable academic success for all learners.

 © 2025 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license ( http://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords

 Reading levels, Reading difficulties, Instructional materials, Filipino literature, Differentiated instruction

 Article history

 Received 8 December 2024, Received in revised form 30 April 2025, Accepted 25 May 2025

 Acknowledgment

No Acknowledgment. 

  Compliance with ethical standards

 Ethical considerations

This research upheld ethical standards by ensuring the confidentiality and anonymity of all student participants throughout the data collection and reporting processes. Before the administration of the Phil-IRI Group Screening Test and the perception survey, informed consent was obtained from both students and their guardians, with full disclosure of the study's objectives, procedures, and voluntary nature. The study also respected the students' right to withdraw from participation at any time without penalty. Teachers who participated in identifying reading challenges were assured that their responses would remain confidential and be used solely for academic purposes. Furthermore, the development of gender-based instructional materials was carried out with sensitivity and inclusiveness in mind, ensuring that no group was marginalized and that all content promoted respect, equality, and cultural relevance.

 Conflict of interest: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

 Citation:

 Domingo SDC (2025). Reading skills and perceived challenges among high school learners in Carranglan, Nueva Ecija: A basis for developing gender-based instructional materials. International Journal of Advanced and Applied Sciences, 12(6): 56-65

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 Tables

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