Introduction

In the field of education, reading comprehension plays a pivotal role in shaping students'

overall academic success. The ability to comprehend written text is not only essential for

grasping subject matter across various disciplines but also for developing critical thinking

skills, enhancing vocabulary, and fostering a lifelong love for learning. However, despite its

significance, reading comprehension continues to be a challenge for many students,

particularly those in Grade 10, Section Newton. This research aims to explore and shed light

on the specific difficulties faced by students in this particular class, ultimately providing

insights into effective strategies and interventions that can improve their reading

comprehension abilities

The importance of reading comprehension in the educational landscape cannot be

overstated. It serves as a fundamental building block for students to engage with the

curriculum, access information, and develop essential skills necessary for their academic and

personal growth. Proficient reading comprehension enables students to understand complex

texts, make inferences, draw conclusions, and critically evaluate information. It allows them

to connect ideas, expand their knowledge base, and engage in meaningful discussions.

Moreover, strong reading comprehension skills contribute to improved performance in other

subjects, as it becomes a vehicle for understanding and applying concepts across different

domains.

Reading comprehension is a fundamental skill that allows individuals to access

information, think critically, and communicate effectively. It is a complex cognitive process

that involves the interaction of various skills, including decoding, vocabulary knowledge,

fluency, and higher-order thinking skills such as inference and analysis. Proficient reading
comprehension is crucial for success in all academic disciplines, as it enables students to

engage with and understand content across subjects such as literature, science, history, and

mathematics.

While reading comprehension difficulties can arise at any educational level, the grade 10

year poses unique challenges for students. At this stage, the complexity of texts and the

demand for critical thinking skills increase significantly. Students are expected to

comprehend and analyze more complex literary and informational texts, synthesize

information from multiple sources, and draw inferences. Furthermore, they must apply

reading comprehension strategies independently and adapt them to different types of texts.

The research will focus on grade 10 students in Section Newton.Understanding the

difficulties faced by students in this particular section can provide insights into their specific

needs and challenges. Section Newton represents a diverse group of learners with varying

levels of prior knowledge, abilities, and experiences. By studying this group, the research can

provide valuable insights into the broader context of reading comprehension difficulties in

grade 10.

The primary objective of this research is to investigate the difficulties of reading

comprehension among grade 10 students in Section Newton. Specifically, the study aims to:

a) Identify the specific challenges faced by grade 10 students in Section Newton regarding

reading comprehension.

b) Explore the factors contributing to these difficulties, such as language proficiency,

background knowledge, and learning styles.

c) Examine the strategies employed by students in Section Newton to overcome reading

comprehension challenges.

d) Provide recommendations and strategies to improve reading comprehension skills for

grade 10 students in Section Newton.

To achieve the research objectives, a qualitative methodology will be employed. Qualitative

research provides an in-depth understanding of complex phenomena and allows for the

exploration of multiple perspectives and experiences. It will enable the researchers to gather

rich, descriptive data regarding the difficulties faced by grade 10 students in Section Newton

and gain insights into their experiences and strategies.

The research will use questionnaire. Questionnaire will be conducted with grade 10 students

in Section Newton to gather their personal experiences, perceptions, and challenges related to

reading comprehension

In conclusion, this research aims to shed light on the difficulties faced by grade 10 students in

Section Newton regarding reading comprehension. By employing a qualitative methodology,

the study will provide valuable insights into their experiences, challenges, and strategies. The

findings of this research can contribute

to the development of targeted interventions and instructional strategies to enhance reading

comprehension skills among grade 10 students in Section Newton, ultimately promoting their

academic success.
 Body

Reading comprehension is a crucial skill for academic success and lifelong learning. It

involves the ability to understand, interpret, and analyze written texts effectively. Proficient

reading comprehension skills are essential for comprehending subject-specific content,

engaging in critical thinking, and extracting information from various sources. Moreover,

strong reading comprehension skills support language development, vocabulary expansion,

and overall cognitive growth.

Numerous factors can influence reading comprehension abilities. These factors include

individual differences in cognitive abilities, linguistic skills, metacognitive strategies, prior

knowledge, and reading motivation. Cognitive abilities such as working memory, attention,

and inferential reasoning play significant roles in comprehending complex texts.

Additionally, language proficiency, vocabulary knowledge, and familiarity with discourse

structures impact reading comprehension. Metacognitive strategies, such as self-monitoring,

summarizing, and questioning, enhance comprehension by promoting active engagement

with the text. Furthermore, students' background knowledge in a specific subject area can

facilitate or hinder their understanding of discipline-specific texts. Motivation and interest in

reading also contribute to reading comprehension success.

Several studies have explored reading comprehension difficulties among adolescents. Some

research indicates that struggling readers may experience challenges related to decoding

skills, fluency, vocabulary knowledge, and text structure awareness. Difficulties with

decoding can impede word recognition and hinder the comprehension process. Poor fluency

may limit the ability to comprehend texts at a meaningful pace. Limited vocabulary

knowledge can restrict comprehension, particularly when encountering unfamiliar terms.

Difficulties with recognizing and comprehending various text structures, such as cause-effect

relationships or compare-contrast formats, can also pose obstacles.

While literature on reading comprehension difficulties is extensive, there is a lack of research

specifically focusing on Grade 10 students in Section Newton. Understanding the unique

challenges faced by students in this specific context is crucial for tailoring effective

interventions and instructional strategies. By addressing this gap, the current study aims to

shed light on the specific difficulties encountered by Grade 10 students in Section Newton,

enabling educators and curriculum developers to develop targeted approaches to support their

reading comprehension development.

This study adopt qualitative methods approach. The qualitative component focuses on in-

depth interviews to explore the difficulties of reading comprehension among Grade 10

students in Section Newton. This approach allows for a deeper understanding of the students'

perspectives, experiences, and challenges related to reading comprehension.

The participants for the qualitative component of the study will be selected from Grade 10

students in Section Newton. A purposive sampling technique will be employed to ensure

representation of diverse reading abilities and backgrounds. Approximately 10-12

participants will be chosen based on their performance in reading comprehension assessments

and their willingness to participate in the interviews.

Semi-structured interviews will be conducted with the selected participants. The interview

questions will be designed to elicit information about their experiences with reading

comprehension, the specific difficulties they face, and their perceptions of the factors

contributing to those difficulties. Probing questions will be used to encourage participants to

provide detailed and reflective responses.

3.4 Data Analysis Techniques:

To ensure the trustworthiness of the qualitative findings, various measures will be taken.

These include maintaining an audit trail of the research process, conducting member checks

to validate the interpretation of the findings with the participants, and employing a peer

debriefing process where another researcher will review and provide feedback on the analysis

process.

The qualitative analysis of the interviews with Grade 10 students from Section Newton

revealed several key themes related to the difficulties of reading comprehension. The

participants consistently highlighted challenges in various areas, including vocabulary

understanding, text complexity, inference-making, and time management.

One prevalent theme was the struggle with vocabulary understanding. Many students

expressed difficulties in comprehending texts that contained unfamiliar or specialized

vocabulary. This finding aligns with previous research highlighting the significant role of

vocabulary knowledge in reading comprehension.

Another prominent theme that emerged was the perception of text complexity. The

participants often found it challenging to comprehend complex texts that required higher-

order thinking skills. They reported feeling overwhelmed by dense information, intricate

sentence structures, and abstract concepts. These difficulties suggest a need for explicit

instruction and support in navigating and comprehending complex texts.

Furthermore, the participants frequently mentioned the difficulty of making inferences while

reading. They struggled to draw conclusions, identify implicit information, and connect ideas

within the text. This finding suggests that explicit instruction in inferential reasoning

strategies could enhance students' ability to derive meaning from the text.

Additionally, time management emerged as a significant challenge for many students. They

reported feeling rushed during assessments and being unable to allocate sufficient time for
careful reading and comprehension. This finding highlights the importance of teaching time

management strategies to improve students' reading comprehension performance.

The findings of this study align with previous research on reading comprehension difficulties

among adolescents. The challenges identified, such as vocabulary understanding, text

complexity, inference-making, and time management, have been reported in various studies

focusing on reading comprehension difficulties in similar age groups. Thus, the current study

provides further evidence of the persistent nature of these difficulties and their impact on

Grade 10 students' reading comprehension in Section Newton.

The findings from the qualitative analysis suggest that multiple factors contribute to the

reading comprehension difficulties experienced by Grade 10 students in Section Newton.

These factors include limited vocabulary knowledge, lack of exposure to complex texts,

inadequate inferential reasoning skills, and insufficient time management strategies.

Furthermore, individual differences in cognitive abilities, prior knowledge, and motivation

may also influence reading comprehension performance.

Based on the identified difficulties and factors contributing to reading comprehension

challenges, several implications for instruction and curriculum development can be derived.

Firstly, targeted vocabulary instruction and strategies for understanding unfamiliar words

should be incorporated into the curriculum to enhance students' vocabulary knowledge.

Secondly, explicit instruction on navigating complex texts and teaching comprehension

strategies, including inferential reasoning, should be integrated into reading instruction.

Moreover, time management skills can be explicitly taught and reinforced to enable students

to allocate adequate time for reading and comprehension tasks. Additionally, providing

scaffolding and differentiated instruction based on students' individual needs can support

their reading comprehension development.

This study has several limitations that should be acknowledged. Firstly, the findings are

based on a specific sample of Grade 10 students in Section Newton, which may limit the

generalizability of the results. Secondly, the qualitative component focused solely on

interviews, and the findings may have been influenced by participants' social desirability

bias. Moreover, the study did not explore the potential impact of other variables such as

socio-economic background, prior reading experiences, or instructional practices. These

limitations highlight the need for further research to explore reading comprehension

difficulties in different contexts and with a more diverse sample.

This study provides valuable insights into the difficulties faced by Grade 10 students in

Section Newton regarding reading comprehension. The findings highlight the importance of

addressing vocabulary understanding, text complexity, inference-making, and time

management through targeted instruction and curriculum development strategies. By

implementing these implications, educators can support students in developing strong reading

comprehension skills, thereby enhancing their academic achievement and overall literacy

development.
 Conclusion

This study investigated the difficulties of reading comprehension among Grade 10 students in

Section Newton. Through qualitative interviews, key themes emerged, including challenges

related to vocabulary understanding, text complexity, inference-making, and time

management. The findings align with previous research and provide valuable insights into the

specific reading comprehension difficulties faced by these students

The results underscore the importance of addressing vocabulary knowledge as a foundational

component of reading comprehension. Explicit instruction and strategies that focus on

expanding students' vocabulary can support their understanding of complex texts.

Additionally, the findings emphasize the need for explicit instruction in navigating and

comprehending complex texts, as students expressed difficulties in processing dense

information, intricate sentence structures, and abstract concepts.

It is important to acknowledge the limitations of this study. The findings are specific to Grade

10 students in Section Newton, and the generalizability to other contexts may be limited.

Additionally, the qualitative component relied on interviews, which may be subject to social

desirability bias. Future research should consider expanding the study to include a larger and

more diverse sample, as well as exploring the impact of other variables such as socio-

economic background, prior reading experiences, and instructional practices.

This study sheds light on the difficulties of reading comprehension faced by Grade 10

students in Section Newton. By addressing these challenges through targeted instruction and

curriculum development, educators can support students in developing strong reading

comprehension skills. Ultimately, this will contribute to their academic success, overall

literacy development, and lifelong learning.

 Recommendation

1. Implement targeted vocabulary instruction: Incorporate explicit vocabulary instruction that

focuses on developing students' word knowledge and understanding of specialized terms. Use

strategies such as context clues, word roots, and word families to enhance vocabulary

acquisition and comprehension.

2. Provide explicit instruction on navigating complex texts: Teach students strategies for

comprehending and analyzing complex texts, including identifying main ideas, making

connections, and recognizing text structures. Scaffold the reading process by breaking down

complex texts into smaller sections and providing guided practice.

3. Incorporate time management skills: Teach students effective time management strategies,

such as setting goals, prioritizing tasks, and allocating appropriate time for reading and

comprehension activities. Help students develop a realistic and efficient reading routine that

allows for careful reading and understanding of texts.

4. Foster a positive reading culture: Create an environment that promotes a love for reading

and encourages students to engage with a wide range of texts. Offer opportunities for

independent reading, book discussions, and access to a variety of reading materials to

develop students' reading fluency, comprehension, and overall literacy skills.

By implementing these recommendations, educators can effectively address the difficulties of

reading comprehension among Grade 10 students in Section Newton. These strategies aim to

support students in developing strong reading comprehension skills, promoting academic

success, and fostering a lifelong love for reading.

 Reading and Writing Skills

The Difficulties of Reading Comprehension of Grade 10

Newton

Submitted by:
Grade 11-Daisy
USMAN DITUCALAN
NASHRIFAH NACIONAL

Submitted to:
Ma’am FARHANA G. BATUA

Date of Submission: June 13, 2023