Authors: Suzette D. C. Domingo *
Affiliations:
Institute of Language and Literature, Nueva Ecija University of Science and Technology, Cabanatuan City, Philippines
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.
Reading levels, Reading difficulties, Instructional materials, Filipino literature, Differentiated instruction
https://doi.org/10.21833/ijaas.2025.06.006
Domingo, S. D. C. (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. https://doi.org/10.21833/ijaas.2025.06.006