RESEARCH TEMPLATE Wayne

LOBO SENIOR HIGH SCHOOL
Poblacion, Lobo, Batangas
THE IMPACT OF READING DIFFICULTIES TO ACADEMIC
PERFORMANCE AMONG GRADE 11 HUMSS STUDENTS AT LOBO
SENIOR HIGH SCHOOL
IN PARTIAL FULFILLMENT
OF THE REQUIREMENT IN PRACTICAL RESEARCH II
ABION, JERWIN
ALCANTARA, NELSA
GUNO, REBECCA
OLTIVEROS, JOHN WAYNE M.
VERDADERO, VINCE LAWRENCE, F.
ASI, SEAN MIKE, M.
EVANGELISTA, YVETTE, C.
NOLI C. FLORINDO
PRACTICAL RESEARCH 2 TEACHER
“A veritable gateway to holistic development.”

JANUARY 2024
APPROVAL SHEET
This research paper entitled, “THE IMPACT OF READING

DIFFICULTIES TO ACADEMIC PERFORMANCE AMONG GRADE 11
HUMSS STUDENTS AT LOBO SENIOR HIGH SCHOOL ” prepared and
submitted by John Wayne Oltiveros, Jerwin Abion, Nelsa Alcantara, Vince
Lawrence Verdadero, Sean Mike M. Asi,Yvette Evangelista Rebecca Guno
in partial fulfillment of requirements for the subject Practical Research 2, has
been examined and recommended for acceptance and approval for oral
presentation.
KIM WARREN G. ILAGAN NOLI C. FLORINDO

Research Coordinator Research Adviser
Accepted and approved in partial fulfillment of requirements for the subject

Practical Research 2 in Humanities and Social Sciences.
JOHN D. AGDAN
PRINCIPAL II

ACKNOWLEDGEMENT
The researchers would like to express their profound gratitude to all
who assist them with their research study for providing them with inspiration,
ideas, and word of wisdom that encourage them to continue and complete
the research.
To their class adviser, Mr. Byron F. Dalangin, their research adviser
Mr. Noli C. Florindo, and Mr. Kim Warren G. Ilagan, who validated their
questionnaire, and some of Lobo Senior High School staff.
To everyone especially their family and friends who were there for them
every step of the road, for never fading financial support, and most
importantly for the moral support they have provided.
Last but not the least, thankfulness to the heavenly father who protected
them and gave them knowledge, insight, and direction throughout their
studies as well as for always keeping them safe from harm.

DEDICATION
This study is particularly dedicated to Almighty God for his presence
during the entire investigation. This study is also dedicated to the research's
family, who served as a constant source of support and inspiration. The
researcher also dedicates this study to any future researchers who might use
it to advance our understanding of the subject. This study is devoted to Lobo
Senior High School, which provided the researchers with the chance to learn
more about the subject and, hopefully, provide an answer to the situation at
hand.

ABSTRACT
The purpose of this study is to identify and examine the impact of
academic stressors to the performance and capability of grade 11
HUMSS students at Lobo Senior High School in terms of Financial
capability, personal choices and decision making. The researchers
used descriptive research design to describe the impact of
academic stressors and used a validated questionnaire to gather
the needed data for the study. The study's primary responders were
the Grade 11 students from Lobo Senior High School. There were
169 grade 11 students who participated in the study. The result that
the study we conduct are most of the students is agree that they are
having a problem in their performance and capability. As a result,
we recommend you do such things that will help you to overcome it,
such as practicing managing your time, eating healthy foods and
exercise.

Chapter 1
Problem and its Background
INTRODUCTION
Academic Performance. The capacity to understand and
analyze complicated text is especially crucial for student in grade 11 HUMSS
(Humanities and Social science) programmed However, some children may
struggle with reading, which may have a considerable negative effect on their
academic achievement in numerous areas. The objective of this quantitative
study is to ascertain the effect of reading challenges on Grade 11 HUMSS
student academic performance.
The academic performance of student is often measured through
grades, test scores, and overall achievement in different subjects. Reading
difficulties can hinder student’s ability to understand and extract information
from text book article, and other educational materials, leading to lower
comprehension and weaker analytical skills. Consequently, these challenges
may result in lower grades and overall academic achievement
Identifying the specific impact of reading difficulties on academic
performance is crucial for educators, administrators. and policymakers to
design effective interventions and support systems. By understanding the

relationship between reading difficulties and academic performance,
educators can develop targeted strategies to enhance reading skills and
provide appropriate accommodations to students who struggle with reading
By Investigating the impact of reading difficulties on the academic
performance of Grade 11 HUMSS students, this research aims to contribute
to the existing literature on literary and education. The findings of this study
will provide valuable insights to educators, administrators and
policy makers, enabling there to develop targeted Interventions that
tun improve the reading skills and academic outcomes of student in the
HUMSS program ultimately, the goal is to ensure that all students have equal
opportunities to succeed academically and reach. their full potential.
According to Turna and Guldenoglu (2019) involved automating the
word recognition process and reading at the appropriate speed for the level
Automation occurs when the Maders sounds the words in a text accurately
and quakily without much effort We can define prosody as the ability to read
through appropriate intonation and stress according to the sense of the text
after achieving word recognitions perception interpretation and reading
speed as the music of the spoken language
Turkce Sozluk 2018, Yıldız 2019). Another sub- -dimension that
constitutes the fluency of reading skills is vocabulary knowledge. Vocabulary
has an important place among the factors that affect reading and writing
which are the basic language skills of comprehension and expression and
even the sub-language skills of listening and speaking.

This research discusses the reading difficulties in Relation academic
Performance among Grade ll HUMSS Learners in Lobo Senior High School.

Background of the study
Background of the Study This study is all about the difficulties and
problem. of the Grade 11 HUMSS student in Lobo Senior High School This
research also discusses the ways that the student can do to enhance the
difficulties and problem that they encounter the study owns to help the
students to have information on how they deal with the problems that they
encounter Research on reading difficulties encompasses a wide range of
areas, including duslexia. comprehension problems, fluency issues and
decoding difficulties. Dyslexta in particular is a neurodevelopmental disorder
that affects the ability to read accurately and fluently. Individuals with
dyslexia often experience challenges in phonological processing word
recognition and spelling. The impact of reading difficulties can be far-
reaching in academic settings, students with reading difficulties may face
difficulties in various subject that heavily rely on reading skills, such as
language. arts, social sciences, and even mathematic. This can lead to lower
grades, reduced self-esteem, and disengagement from learning.

Conceptual Framework
NO. DATE Researchers created theoretical and conceptual framework
that include a philosophical and methodological model to help design their
work. A formal theory provides context for the outcome of the events
conducted in the research. The data collection and analysis conceptual
framework. are also based on theoretical and As stated by Grant and
Osanbo (2014) without a theoretical framework, the structure and vision
house that contrast cannot be constructed in without a blueprint. By CA
research plan that contains a theoretical framework allows the study to be
strong and structured with an organized flow from one chapter to next.
Theoretical and conceptual framework provide evidence of academic
Standards and procedure. They also offer explanation of why the study is an
patient and how the researchers expert to fill the gap in literature.

INPUT PROCESS OUTPUT
Demographic
profile of the
respondents
•name
•age
•sex
reading level
among Grade 11
HUMSS students Solutions and
based on the strategies that
result of Reading can be
Comprehension •Through survey implemented to
Worksheet Test • questionnaire determine the
collecting data or reading
•Comprehension gathering difficulties to
•Vocabulary information academic
performance
Impacts of among grade 11
reading HUMSS students
difficulties to
academic
performance
among Grade 11
HUMSS students
•Written Works
•Performance
Task
•Quarterly
Examination

Figure 1. Research Paradigm
IPO Model (Input Process Output)
The Impact of Reading Difficulties to Academic Performance Among
Grade 11 HUMSS Students at Lobo Senior High School
STATEMENT OF THE PROBLEM
1.What is the demographic profile of the respondents in terms of:
1.1 Name
1.2 Age
1.3 Sex
2. What is the reading level among Grade 11 HUMSS students based on the
result of reading comprehension Worksheet test:
2.1 Comprehension
2.2 Vocabulary
3. What are the Impacts of Reading Difficulties to the academic performance
among Grade 11 HUMSS students in terms of:
3.1 Written Works
3.2 Performance Task
3.3 Quarterly Examination
4.What program or project should be proposed to increase and develop the
reading comprehension of Grade 11 HUMSS students at Lobo Senior High
School?

OBJECTIVE AND PURPOSE OF THE STUDY
The objective of this study is to investigate the impact of reading
difficulties on the academic performance of Grade 11 HUMSS students at
Lobo Senior High School. Specially, the study aims to identify the specific
reading difficulties experienced. by these students and how these difficulties
affect their performance in various subjects within the HUMSS curriculum. By
examining this relationship, the study seeks to provide valuable insight into
the challenges faced by students with reading difficulties and their academic
outcomes.
Furthermore, the study aims to explore potential factors that may
mediate or moderate the impact of reading difficulties on academic
performance. Ultimately, the study seeks to promote inclusive education
practices and support the academic success of all students. Within the
HUMSS strand.

SCOPE AND DELIMITATION OF THE STUDY
This study focuses on the Impact of Reading Difficulties to
Academic Performance Among Grade 11 HUMSS Learners. in Lobo Senior
High School. This structural design for the Impact of Reading Difficulties in
Relation to Academic Performance among Grade 11 HUMSS Learners
focuses on conducting a questionnaire for the information needed in the
study.
To determine the effects and advantages of the impact of Reading
Difficulties in Relation to Academic Performance Among Grade 11 HUMSS
Learners we distributed questionnaire to obtain data and information. The
result will be included as the data and information which is used to define the
result of the study.
The respondents of this study the are the people who see and
benefited to by the impact of Reading Difficulties in Relation to Academic
Performance Among Grade 11 HUMSS Learners: The total number 169
since it is the result of the solvin's formula for the total population the
research had got.
The hindrances that might be encountered in conducting this research
by the researchers are the short period of time in collecting the data and
finding respondents of the study.

SIGNIFICANCE OF THE STUDY
This study is about the Impact of reading difficulties to academic
performance of grade 11 HUMSS students to know how they aims to let the
Student to know how they can overcome their difficulties on it. They can
learn many things in this research including the courses of it.
The significance of the study. started in the following:
To the Students:
They are the main respondents of the study. The study. will provide the
students with some knowledge by adopting suitable techniques and
procedures for proficiency and accuracy of reading Skills.
To the teachers:.
The given data would give the teachers on what to do with the students
that is having reading difficulties in Relation to academic performance. The
teachers would be able to understand why Some students is having these
difficulties and later on the teachers may help them.
To the Researchers:
The research study could provide information an issue in reading difficulties
of students. This would expectedly heighten the awareness of the
researchers in this kind of research.
To the School and Administrator:

This study can be beneficial to the School of Lobo Senior High School
because this study will give them knowledge about the actions plan that they
must do to help the students who are still continuing their study.
DEFINITION OF TERMS
Reading - Defined as a cognitive process that involves decoding.. symbols
to arrive at meaning Reading is on active process of constructing meanings
of words Reading with a purpose helps the readers to direct information
towards a goal and focuses their attention. (Study.com)
Difficulties - A Situation that is difficult or dangerous. (Oxford Dichuna- ryes)
Overcome - To defeat as succeed in controlling at caring with something.
(Cambridge Dictionary)
Impact- The action of one object coming forcibly into contact with another
(Oxford Languages)
Relation - An existing connection, a significant association between or
among things (Dictionary.com)
Academic Performance - The measurement of student achievement across
various academic subjects comprehension (Ballot pedia).
Comprehension – The action or capability or understanding something.
(Google.com)
Encounter - To come upon or experience especially unexpected. (Mariam
Webster 1828)
Dyslexia - A learning disability marked by impairment of the ability to
recognize and comprehend written words (Dictionary.com)
Neurodevelopmental Disorders – Conditions that affect how your brain
function. (Dignity Health)

CHAPTER II
Related Literature
LOCAL LITERATURE
In the Philippines, one of the problems besetting the educational system
is that many Filipino children struggle with reading which is particularly linked
to low achievement results especially in the public schools. The low
achievement results are further remarked to the poor development of reading
skills among the learners.
Although Rio (2017) was able to enumerate the typical roles of a
remedial reading teacher, its status as a professional position in schools is
still unrecognized in the Philippines. Although there are teachers who provide
assistance and support to students with reading difficulties, there is no
existing allocations for such position. Hence, being a remedial reading
teacher is considered an extra workload for teachers and is not compensated
for doing the roles and responsibilities entrusted to them as opposed to the
recognition given to this job in the US and other foreign counties. Not only
this, the qualifications of a remedial reading teacher is not even concrete and
clear. In fact, the usual practice of local schools is that the classroom reading
teachers are also the remedial reading teachers of identified students with
reading difficulties.
Filipino student’s reading performance, the Department of Education
has implemented different reading programs and the most recent of which

was the 3Bs initiative otherwise known as “Hamon: Bawat Bata Bumabasa”.
Contained in DepEd Memorandum No. 173, s. 2019, 3Bs Initiative stressed
the challenge to further intensify reading programs as the national
assessments showed that there were still many early-grade learners
struggling to meet the learning standards in early language, literacy, and
numeracy.
According to Rivera and Aggabao (2020) also found out that the reading
difficulties particularly manifested on level of word recognition and reading
comprehension. Reading is a powerful tool that can be readily acquired to
sustain the cornerstone of learning. In order to acquire knowledge and
enhance new learning skills, reading ability must be developed in pupils. The
ability to read is important to the learning of children along with the
development of their skills in literacy and dynamic society involvement
(DepEd, 2019). Hence, having the skill in reading is considered as a foothold
for all academic learnings. The reading inventory tool is conducted
individually to learners to determine the reading performance of students
which are then categorized into four levels: frustration, instructional,
independent and non-reader. The lowest among the levels is frustration
where the learner refuses to read showing withdrawal from reading
situations. Skills in reading is a doorway to every individual to learn the
academic subjects. Seemingly, teaching the learners how to read and
developing their reading comprehension skill is not an easy task especially
on the part of teachers. For without the mastery of this skill, consequently, a
child can be left behind in the learning process.

Barrow (2017) gave new related foreign literature to help reading
professionals better understand intervention for young children with reading
difficulties. However, it is evident that there is a paucity of research
undertaking in the Philippines that focused on on remedial reading teachers.
In fact, elementary schools and high schools in the country are designing
and implementing their own reading programs but no exploration has been
made as to what would it take to develop the full potentials of remedial
reading teachers.
According to Barrow Just like any other profession, it is important for
every remedial reading teacher to understand what they need to go through
and what they need to experience in order to solidify their understanding of
their duties in their respective institutions. As this is becoming clear, part of
the loophole in the local context is also the scarcity of unravelling the roles
and functions of remedial reading teachers. Therefore, there is a vital need to
explore on the what’s and the how’s of remedial reading teachers in a hope
of creating clear policies that will support their developments. Such
explorations may also lead to the concretization of their roles and duties
which set them apart from other classroom reading teachers in Philippine
schools.
FOREIGN LITERATURE
The field of literacy research has come far in terms of understanding
why children might have difficulty learning to read, the field also remains
divided in terms of what factors are thought to underlie reading difficulties

and how best to ameliorate these difficulties through intervention and
instruction. Few would be unfamiliar with the notion of the ‘Reading Wars’,
which persists in the popular press with headlines like ‘Reading Taught the
Wrong Way’ (Hanford, 2018) and ‘An old and contested solution to boost
reading scores’ (Goldstein, 2020) and in even in peer reviewed journals with
titles like ‘Ending the Reading Wars: Reading Acquisition from Novice to
Expert’ (Castles et al., 2018). The recent to and from between the
International Literacy Association (ILA) and the International Dyslexia
Association (IDA) on the subject of dyslexia is a good example of the lack of
agreement in the field. In 2016, the expert panel of the International Literacy.
Reading is a good habit that everyone needs to develop, especially
students. Reading requires you to have the patience to build a cognitive
perspective and brain-stimulating activity to sharpen your mind. Reading is
important because it makes you more empathetic, and knowledgeable and
stimulates your imagination. Reading allows one to develop a better
understanding of the subject and gain conceptual clarity. It is one of the
simplest entertainment entities for humans. it also helps to battle depression
and can be reduced by incorporating reading habits. This is exactly what
self-help books, novels, blogs, articles, and non-fiction books contribute.
Understanding text read is a complex process and some with reading
difficulties struggle to gain meaning from text read (Duff and Clarke, 2010).
While decoding is necessary it is not sufficient and the development of
language (Education Endowment Foundation, 2017; Hulme et al., 2020) and
comprehension skills, particularly in academic language and talk that

supports use of inferential language (Foorman et al., 2016) must be
encouraged (EEF, 2017). Readers need to be able to make inferences,
monitor their understanding of text read, apply background knowledge, and
develop coherence between words and ideas at sentence, paragraph, and
text level (Cain, 2010). Instruction, therefore, must also maintain a focus on
making meaning. Brooks (2016) concluded that there is evidence that the
comprehension skills of struggling readers can be improved if targeted.
Few studies have looked at how the cultural and linguistic features of
text impact reading comprehension (Shephard-Carey, 2019). In an
exploration of the inference-making of primary multi-lingual student,
Shepard-Carey found that ability to make inferences were highly contextual
and depended on language and background knowledge. If reading is
perceived as a social practice texts must also in some way reflect the life,
language, and community of the child. Reading is an essential skill that
students need to develop. However, readers may experience anxiety in
reading materials in English. This study determined the level of English
reading anxiety in relation to the oral reading fluency of the 163 Grade 11
students of Ozamiz City National High School, Ozamiz City. A descriptive-
correlational design was used in the study. Adopted English Reading Anxiety
Questionnaire and a Multidimensional Fluency Scale for Oral Reading
Fluency were used in gathering the data. Mean, Standard Deviation, and
Regression Analysis were the statistical tools used in analyzing the data
gathered. Results revealed that the level of English reading anxiety of the
respondents was high, and their level of oral reading fluency was

instructional. There was a highly significant relationship between the English
reading anxiety and the oral reading fluency of the students. Anxiety affects
how well students read materials in English.
Markussen-Brown et al. (2017) conducted a best-evidence review of the
effects of language and literacy-focused professional development (PD) on
both educators and children. They had mixed results and found that while PD
had the potential to improve language and literacy that effects were related
to intensity and duration. Implications. This perspective demands an
exploration of reading difficulties in the instructional context that they occur in
and thus, shifts priority from focusing solely on either cognitive factors or
context to the interaction between the both in an instructional context.
Access to a teacher, therefore, with sound knowledge of the reading process
is an essential factor in both the prevention and intervention of reading
difficulties. While the extent to which quality teaching impacts literacy
development is unclear it is clear that content knowledge and access to
intense sustained PD is essential.
Reading comprehension is a complex task which depends on a range of
cognitive and linguistic processes. According to the Simple View of Reading,
this complexity can be captured as the product of two sets of skills: decoding
and linguistic comprehension. The Simple View explains variance in reading
comprehension and provides a good framework to guide the classification of
reading disorders. This paper discusses how weaknesses in either or both of
components of the Simple View are implicated in children’s reading
comprehension difficulties. It concludes with reflections on the strengths and

limitations of the Simple View as a theoretical and practical framework to
guide our understanding of reading comprehension and its development.
Rather than engaging in ‘wars’ over the best ways to deal with reading
difficulties perhaps a merging of different perspectives is warranted. A more
holistic perspective would demand attention to the cognitive factors involved
in skilled reading with great attention to the interactions between teacher and
student and an acknowledgement that instructional practices cannot be
applied without attention to social and cultural contexts. Two examples of a
holistic perspective put into practice are the Three Knowledge Domains
literacy assessment tool proposed by Ellis and Smith (2017) and the
Biographic Literacy Profile 2.0 (Kabuto and Harmey, 2020). Ellis and Smith’s
tool was used by student teachers working in a literacy clinic. The tool, a
Venn diagram of three knowledge domains, was used to draw teachers
attention to three domains of reading during assessment; the reader’s
cognitive knowledge and skills, his or her personal-social identity as a
reader, and the cultural and social capital the reader brought to the task.
Kabuto and Harmey (2020) proposed the Biographic Literacy Profile 2.0 as a
tool for teachers to document a learner’s skills and knowledge as well as
their histories and identities as readers based on their work.
RELATED STUDIES
LOCAL STUDIES
There are many factors for successful reading comprehension
According to studies, there are five major component of reading

comprehension needed to be an efficient reader. Phonic, Phonemic
Awareness, Vocabulary, Fluency and Comprehension.
Phonics is the ability to relate written words to their sounds it is one of
the early skills to developing reading called the “alphabetical principle” It will
help the students to have a proper and firm grasp in how certain words
should be spelt and read. Phonics also saves as their memory aid to signal
their reflexes to imitate the sounds of specific letters, both phonics x
phonemic Awareness are closely related to each other, but even so there are
differences while phonic is concern with the sounds of on phonemes to
create a new world. It is powerful tool in terms of reading
On the other hand, vocabulary is not skill unlike the other component
but this is very important as well fluency is the ability to lent winds flow while
reading. It is the ability to need and comprehend the text’s message even it
reading silently. Fluency is also about the emotions while reading, pausing,
and stopping inappropriate punctuation mark, and the ability to read at speed
and accurately. It is one of the main goals because people need.
Comprehension includes imagine visualization on the readers and seeks to
ask question at the end of the story to evaluate the student’s ability to
understand what was read. These components combined together for the
readers to be influential, decisive, fast and critical thinkers.
This study explored Teachers' strategies, challenges, and coping
mechanisms in helping struggling readers in the new normal. The research
participants were fourteen selected elementary teachers of Tungawan

Central Elementary School, specifically teachers handling Grade one, two,
and three pupils. This study utilized a single case study method to determine
the teachers' strategies, challenges, and coping mechanisms in helping
struggling readers during the pandemic. The study results showed that the
participants utilized various strategies to help struggling readers, such as
conducting remedial classes, using phonetics, doing a simultaneous reading,
and integrating games and reading materials. In addition, the participants
also encountered the following challenges: lack of student willingness, lack of
parents' cooperation, lack of time for reading, lack of reading materials, and
lack of teacher's patience. Furthermore, to address the challenges, the
participants identified coping mechanisms: having more patience, fostering a
supportive learning environment, using teaching strategies, and motivating
themselves. Recommendations were made based on a general interpretation
of teachers' strategies, challenges, coping strategies, adjustments, and
suggestions for improvement. The suggested recommendations could help
the plans of the Department of Education and numerous studies and
researchers
March 2020 A The study conducted to know what is the student's
most preferred when they studying, whether listening or reading. Their lack
of prerequisite knowledge and vocabulary make it challenging for them to
comprehend the whole passage of a text because of the unfamiliar words
and terms. The research sample is composed of 100 students from grade 11
and 12, General Academic Strand (GAS); Science, Technology, Engineering,
and Mathematics (STEM); Accountancy and Business Management (ABM);

Humanities and Social Sciences (HUMSS) from St. Gregory College of
Valenzuela. The primary data gathering method used student researchers to
use survey questionnaires for the researcher to know what method they
preferred to use. Moreover, after distinguishing the student's most preferred
in studying, the study has to use comparative research to know the
difference between listening and reading in terms of the effect of it in student
comprehension, understanding, and analysis. Students are easy to learn
when they read a context. In other words, reading will help students to
become productive in learning because they are focusing on the information
and details when they are reading. Reading can enhance our vocabulary
words because when a reader reads, they encounter some unfamiliar words.
Hence, through reading and listening, we may know what is the easiest way
of learning. This research can be a good source of information about the
listening and reading of the students. Keywords : Listening and Reading,
Comparative, Comprehension, Grade 11 and 12, 100 participants. The
reading abilities of Filipino students have been a challenge for educators and
policymakers alike. Despite government efforts to improve literacy rates in
the Philippines, recent studies have shown that many students need help
with reading comprehension, vocabulary development, and critical thinking
skills. This research note examines the current state of reading abilities
among Filipino students and potential areas for improvement. The poor
reading abilities can be attributed to several factors, including a lack of
resources and socioeconomic factors. However, there are identified potential
areas for improvement, such as promoting early literacy programs, investing

in teacher training, and developing reading materials that are culturally
relevant and engaging for Filipino students. These findings have important
implications for education policies and practices in the Philippines and for
educators and researchers seeking to improve reading abilities among
Filipino students.
FOREIGN LITERATURE
International Journal of Progressive Education, Volume 18 Number 1,
2022 © 2022 INASED 22 Reading Difficulty and Development of Fluent
Reading Skills: An Action Research Osman Gediki Niğde Ömer Halisdemir
University Hayati Akyolii Gazi University Abstract In this study, it was aimed
to remediate the reading difficulties of a fifth-grade student having no
physical or mental problem but experiencing reading difficulties and to
develop his skills of reading fluency. For this purpose, the repeated reading,
paired reading, and word repetition techniques were used in the research
process. In addition, the meaning analysis, word map and vocabulary
notebook techniques were also used due to the positive effect of rich
vocabulary knowledge in remediating reading difficulties and improving skills
of reading fluency. This study was designed as action research, one of the
qualitative research designs, and it was carried out with a fifth-grade primary
school student in Sivas in the spring term of 2018-2019. The Error Analysis
Inventory was used to determine reading errors. In the case study to
determine the levels of reading and comprehension, it was found that the
participant was at the level of frustration in the fifth, fourth and third grade
texts, and at the instructional level in the second-grade text. As a result of the
reading, comprehension and vocabulary development activities, the student's
reading motivation, desire and self-confidence increased, and he started to
detect and correct reading aloud mistakes by himself. It was observed that
the participant, who was at the second-grade instructional level at the
beginning, reached the independent level in the text of the third grade and
the instructional level in the text of the fourth grade at the end of the study
lasted for 31 class hours. Keywords: Reading Difficulty, Reading Fluency,
Vocabulary Knowledge, Reading Levels, Paired Reading, Repetitive
Reading. DOI: 10.29329/ijpe.2022.426.2
According to Turna and Güldenoğlu (2019), involves automating the
word recognition process and reading at the appropriate speed for the level.
Automation occurs when the reader sounds the words in a text accurately
and quickly, without much effort. We can define prosody as the ability to read
through appropriate intonation and stress according to the sense of the text
after achieving word recognition, perception, interpretation and reading
speed, as the music of the spoken language (Akyol et al., 2014; Reutzel,
2009; Yıldırım & Ateş, 2011). The two most important skills that affect fluent
reading are word recognition and vocabulary knowledge. The inadequacy of
these skills negatively affects the reading skills of the students compared to
their peers. Inadequacies in reading skills cause students to fall behind in
terms of achievement in both reading and other fields. Although they do not
have any mental, auditory and visual problems, the concept used for
students who fall behind their peers and have difficulty in reading due to
insufficient socio-economic and educational opportunities is defined as

learning disability. The Ministry of National Education defines these students
as children who do not have interests, experiences for education and
instruction due to the material and cultural inadequacy of their environment
or who have special difficulties in understanding, explaining, reading, writing,
drawing, recognizing, and conceptualizing due to organic and functional
reasons, although they are not different from their peers in terms of level of
intelligence (MEB, 2014). On the other hand, Akyol (2016) defines a poor
reader as an individual who cannot transfer his/her prior knowledge to the
reading environment during the reading process. Today, the most important
purpose of reading is to make sense of what is read. Two basic skills are
needed in the process of sense-making: Recognition and perception.
Recognition is the accurate and fast reading of letters, syllables, and words.
Perception refers to making sense of the activity that is recognized by the
senses in a reading material and continues to be processed by brain
functions. Phonological awareness, analysis, and word recognition, which
are the first steps of reading, must be at a sufficient level to make sense and
read fluently which are two of the basic principles of effective reading. Word
recognition is an important element in the reading process. Stanovich (2005)
stated that word recognition is the most basic element of reading
comprehension. Individuals who experience problems with their fluent
reading skills have some difficulties while reading a text. It has been
observed that students with reading difficulties generally have some
problems such as having short-term memory, not being able to concentrate

their attention, being emotionally weak, reading without thinking, lack of eye-
motor coordination, reading
Akyol, 2019; Bıyık & Erdoğan, 2017; Çaycı & Demir, 2006). However,
it is a fact that there are students who have difficulty or fall behind in reading.
Early diagnosis of these students who have reading problems and
interventions for these students are very important (Balcı, 2017; Hurford et
al., 1994; Schatschneider & Torgesen, 2004). In this context, educational
and instructional activities for students who have reading difficulties can be
planned to reduce or eliminate their problems in reading. However, in our
country, it is seen that there is limited research for the in-depth investigation
of students who have reading difficulties or fall behind. The current study is
considered important in terms of guiding researchers, teachers and parents
in reducing and eliminating the problems experienced by students who have
reading difficulties although they do not have any visual, auditory or mental
disabilities, and in developing their reading skills. the words by turning them
back, and having problems to divide the plot into stages.
Contemporary Educational Psychology (January 2019) We examined
how participation in peer-led study strategies training for first-year university
students was associated with changes in academic self-efficacy and self-
reported study strategies as well as with use of support services, academic
achievement, and persistence. We examined potential differences for
students with (n = 297) and without (n = 677) a history of reading difficulties,
since reading difficulty is an indicator of academic vulnerability. Results from
a randomized control trial revealed positive effects of the intervention on

academic self-efficacy and several aspects of study strategies for both
groups of participants. There were no training effects on first-year academic
performance or second-year retention for either group. Suggestions of
differences in effects across groups emerged in two ways. For participants
with a history of reading difficulty, training appeared to increase use of the
accessibility center in the subsequent semester and for participants with no
history of reading difficulty, training appeared to increase use of other
support services. The study suggests the peer-led study strategies program
holds promise as a cost-effective approach to supporting the study strategy
development of university students with and without reading difficulties.
Academic reading difficulties in higher education Indry Widyasti Anwar,
Sartika Putri Sailuddin Journal of Languages and Language Teaching 10 (2),
309-314, 2022 Academic reading is one of the challenges commonly faced
by university students especially EFL learners. This study aims to identify
academic reading difficulties in higher education focusing on Indonesian
university students. It used mixed-method by collecting quantitative data from
close-ended questionnaires and qualitative data from one open-ended
question. In this study, 60 students were asked to rate the reading aspects
listed in the questionnaires based on its level of difficulty and provide
commentaries as well as possible additional aspect. The statistic results
showed that overall students considered academic reading easy (M= 2.445,
SD= 0.568). Reading carefully to understand the text was found as the
aspect with the least difficulty (M= 2.16, SD= 0.963) and working out the
meaning of difficult words was identified as the most difficult one (M= 2.75,

SD= 1.235). These statistics are supported by the qualitative finding whereas
43% students having problems translating and understanding difficult and
formal words.

CHAPTER III
RESEARCH METHODOLOGY
This chapter discusses the research methodology and steps that were
taken to complete the study. These steps include the research design, the
study's subject, the tools and procedures utilized to collect the data, and the
statistical analysis of the collected data.
Research Design
The most suitable research design was chosen by the researchers for
this study, The descriptivel research design will use survey questionnaires to
examine the impact of reading difficulties in relation to academic
performance of Grade 11 HUMSS student at Lobo Senior High School.
Data Gathering Instrument
The study's instrument for gathering data was a survey questionnaire. A
survey questionnaire will be used to conduct interviews with some of the
grade 11 HUMSS students. The purpose of the survey is to gather relevant
information regarding the challenges Grade 11 HUMSS students at Lobo
Senior High School to their academic performance. Multiple choice questions
and scale/ranking questions are all included in the instruments.
CONSTRUCTION. The questionnaire used in the study was divided into
several questions: Part I. Respondents Profile. Part II. Impact of Reading
Difficulties in Relation to Academic Performance Part III. Solutions to
overcome Reading difficulties in Relation to Academic Performance of the
students.
VALIDATION. This study was done into two process, face and content
validity where expert comments and suggest new regarding on construction
context and its appropriate in the main focus of the study through validity and
reliability analysis.
ADMINISTRATION. The final questionnaire was administrated to the
respondents that experience and is benefited by difficulties in Relation to
Academic Performance. The study will also benefit the students in Senior
High School in Lobo. Results were retrieved for data analysis.
SCORING. A question is considered to be evaluated if it assesses patients or
service user experience of care. This question will help the trust identify
areas or service improvement. It is not possible to assign a score to all
questions. This is because not all of the questions evaluate the quality care
in anyway. The questionnaire was answered into different parts: The

researchers use the Likert scale which composed of four scales. It is
composed of (4) scales; (4) strongly disagree, (3) agree, (2) disagree, and
(1) strongly agree. The third part is about the plan to overcome the difficulties
in Relation to Academic Performance.

Verbal Interpretation
Range
3.26- 4.00 Strongly Agree
2.51-3.25 Agree
1.76-2.50 Disagree
1.01-1.75 Strongly Disagree
Since the instrument was 4-point Likert scale, the scoring was constructed
as follows. Scoring for the Difficulties in Relation to Academic Performance

inside the classroom of grade 11 HUMSS students at Senior High School in

Lobo.
Subject of the Study

This study was used the Grade 11 HUMSS students at Lobo Senior High
School for the school year 2023-2024. Researchers choose to select 169
respondents out of the population. To determine the Impact of reading
difficulties relation to academic performance of Grade 11 HUMSS student at
Lobo Senior High School.
TABLE 1. Present the number of respondents from Grade 11 HUMSS
students at Lobo Senior High School.
RESPONDENT TOTAL SAMPLE
Grade 11 HUMSS
36 21
Celadon
Grade11 HUMSS
34 20
Carnelian
Grade 11 HUMSS
36 21
Crystal
Grade 11 HUMSS
37 21
Crimson
Grade 11 HUNSS
38 22
Coral
Grade 11 HUMSS
38 22
Copper

Grade 11 HUMSS
35 20
Cerise
Grade 11 HUMSS
39 22
Carnation
TOTAL 293 169
Data Gathering Procedure

In order to gather data, the researchers give their questionnaires in every
Grade 11 HUMSS students at Lobo Senior High School. Upon giving the
respondents answers is based on their perceptions and experience on the
given statements. Data gathered from answered questionnaire was checked,
classified and analyzed according to research design.
Statistical Treatment of the Data
Frequency. Is the number of times a particular value for a variable (data item)
has been observed to occur.
Weighted Mean. It is the sum of the numbers divided by the numbers of
values in the list. It is the average mean of factors affecting academic
performances of Grade 11 HUMSS Students.
Percentage. With nominal data, you can calculate frequencies, proportions,
percentages and central points.
Simple Random Sampling. A method of sampling that is characterized by the
idea that the chance of selection is the same for every members of the
population. Selecting random learners with the numbers of respondents from
the population.
Where P is the percentage
f is the frequency
n is the total number of respondents
Slovin's formula is used to calculate and appropriate sample size from a
population
N-population size
e-margin of error

n-sample size
N
n=
(1+ Ne)
Which N is the number of population
e is the margin of error
n is the total number of samples
Stratified Random Sampling – a method of sampling that means
the division of the population into smaller groups known as strata.
The total number of people in a classroom is divided by the total
population times the respondents equal respondents sample each other.
Weighted mean – is the sum of the numbers divided by the 4
values in the list. It is the average mean of all answers in each factor that is
the impact of academic stress on the mental health.


CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This table depicts the data collected on the issue the impact of
reading difficulties to academic performance among grade 11 HUMSS
students at lobo senior high school. It includes the weighted mean, verbal
interpretation of the data, and a rating that the researchers collected for this
study.
Table 1.1
The reading level among Grade 11 HUMSS students based on the result of
reading comprehension Worksheet test; Comprehension
Weighte Verbal
INDICATORS Ranked
d mean Interpretatio
1. The reading materials provided 3.21 Agree 3
were easy to understand
2. I found it challenging to grasp the 3.20 Agree 4
main ideas of the passage

3. The vocabulary used in the text 3.17 Agree 6
was familiar to me
4.I cound easily connect the 3.14 Agree 2
information in the passage with real
life situations
5. I had to read and reread the 3.24 Agree 2
passage with real life situations
6. I felt confident in answering 3.14 Agree 9
questions about the passage after
reading it
7. The length of the passage affected 3.18 Agree 5
my understanding ot the content.
8.I was able to Identify tha author's 3.25 Agree 1
purpose and main points in the
passage
9. I felt engaged while reading the 3 .12 Agree 10
passage
10. The questions asked about the 3.16 Agree 7
passage were clear ang relevant
Composite Mean: 3.18 Agree

Table 2.1 shows the impact of Reading Difficulties to Academic
Performance among Grade 11 HUMSS students. It also shows that the
reading level among Grade 11 HUMSS students based on the result of a
reading comprehension worksheet test. The weighted mean score for the
various indicators ranged from 3.12 to 3.25, with a composite mean of 3.18.
In verbal interpretation, most of the indicators fell under "Agree," indicating
that the students generally found the reading materials easy to understand,
were able to connect the information in the passage with real-life situations,
and could identify the author's purpose and main points in the passage.
The indicators "I found it challenging to grasp the main ideas of the passage"
and "I had to read and reread the passage" were ranked 4 and 2,
respectively, suggesting that these areas may need further attention.
Overall, the composite mean of 3.18 falls under "Agree," indicating that, on
average, the students had a positive experience with the reading
comprehension test.
Table 1.2
The reading level among Grade 11 HUMSS students based on the result of
reading comprehension Worksheet test ; Vocabulary

INDIACATORS Weighte Verbal Ranked
d mean Interpretation
1.The reading materials are

3.09 Agree 4
challenging and require a strong
vocabulary
2. I find it easy to understand and 3.16 Agree 1
explain the meanings of new words
encountered in my readings.
3.I feel confident in my 3.01 Agree 10
understanding of a wide range of
vocabulary
4. I enjoy learning new words and 3.04 Agree 9
phrase to expand my vocabulary
5.I believe my vocabulary skills are 3.15 Agree 2
sufficient for comprehending
advanced academic texts.
6.I frequently encounter unfamilliar 3.06 Agree 8
words while reading academic
materials.
7.I actively seek out challenging 3.08 Agree 6
reading materials to expand my

vocabulary and comprehension
skills.
8.I believe having a rich vocabulary 3.08 Agree 5
is important for effective
communication.
9.I believe that my vocabulary skills 3.12 Agree 3
have improved over the course of the
academic year.
10.I actively seek out opportunities to 3.06 Agree 7
improve my vocabulary through
reading. conversation, or other
means.
Table 2.2 shows the impact of reading difficulties to academic
performance among grade 11 HUMSS students. It also shows that Based on
the data in Table 1.2, it appears that Grade 11 HUMSS students generally
perceive their reading level and vocabulary skills quite positively. The
weighted mean for the indicators is 3.08, suggesting an overall agreement
with the statements provided.

Specifically, the students seem to find it relatively easy to understand and
explain new words encountered in their readings, with a weighted mean of
3.16. This indicates that they believe their vocabulary skills are sufficient for
comprehending advanced academic texts. Additionally, they express
confidence in their understanding of a wide range of vocabulary and believe
that their vocabulary skills have improved over the course of the academic
year.
However, it's worth noting that they frequently encounter unfamiliar words
while reading academic materials, as indicated by a weighted mean of 3.06.
This suggests that while they are confident in their vocabulary skills, they still
encounter challenges in expanding their vocabulary and comprehension
skills.
Overall, the students generally agree that having a rich vocabulary is
important for effective communication and actively seek out opportunities to
improve their vocabulary through reading and conversation. This positive
attitude towards vocabulary development and comprehension skills is
reflected in the composite mean of 3.08, indicating an overall agreement with
the importance of vocabulary and confidence in their abilities.

Table 1.3
The Impacts of Reading Difficulties to the academic performance among
Grade 11 HUMSS students in terms of; Written Works.
1.Reading Difficulties affect my ability 3.26 Strongly 1
to complete written assignments Agree
accurately.
2.Reading difficulties make it 3.13 Agree 3
challenging for me to express my
ideas coherently in written form.
3.I struggle to understand and 3.04 Agree 8
analyze written materials due to my
4.Reading difficulties hinder my 3.06 Agree 5
progress in completing written taks
within the given time frame.
5.My reading difficulties negatively 3.05 Agree 6
impact my spelling and grammar in

written work.
6. I find it difficult to comprehend 3.05 Agree 7
written instructuons and
requirements because of my reading
difficulties.
7.Reading difficulties make it harder 3.14 Agree 2
for me to organize my thoughts and
structure my written work effectively.
8.I feel frustrated when my reading 3.01 Agree 10
difficulties impede my ability to
convey my thoughts through writing.
9.Reading difficulties affect my 3.05 Agree 9
confidence in producing written work
of high quality.
10.I believe my reading difficulties 3.09 Agree 4
have a significant impact on my
overall performance in written
assignments.

performance among grade 11 HUMSS students. It also shows that the table
presents the impacts of reading difficulties on the academic performance of
Grade 11 HUMSS students in terms of written works. The results are
indicated through weighted means, verbal interpretations, and rankings for
each indicator.
The data suggests that the students strongly agree that reading difficulties
affect their ability to complete written assignments accurately, as evidenced
by the highest weighted mean and ranking for this indicator. They also agree
that their reading difficulties make it challenging to express their ideas
coherently, organize their thoughts effectively, and impact the overall quality
of their written work.
The composite mean of 3.08 indicates an overall agreement that reading
difficulties have a significant impact on the students' performance in written
assignments. This research emphasizes the need for targeted interventions
to support students with reading difficulties, focusing on improving their
written work, comprehension, and overall academic performance.

Table 1.4
Grade 11 HUMSS students in terms of; Performance Task
1.My reading difficulties make it 2.97 Agree 8
challenging for me to understand
and complete performance tasks .
2.I struggle to gather relevant 2.97 Agree 7
information from written sources for
perfomance tasks due to my
3.Reading difficulties hindir my 3.01 Agree 4
ability to present information
effectively during performance
tasks.
4.I find it difficult to fillow 2.79 Agree 10
instructions and guidelines for
performance tasks because of my

reading difficulties
5.My reading difficulties affect my 3.05 Agree 3
understanding of concepts and
theories required for performance
taks.
6.I feel overwhelmed when my 2.98 Agree 6
reading difficulties impede my
performance during practical
activities.
for me to analyze data and draw
conclusions during performance
tasks.
8. I believe my reading difficulties 3.11 Agree 1
have a negative impact on my
ability to demonstrate skills and
knowledge in performance tasks
confidence in successfully
completing performance tasks
10.I think my reading difficulties 2.98 Agree 5

significantly affect my overall
performance in performance task.
performance among grade 11 HUMSS students. It also shows that reading
difficulties have a significant impact on the academic performance of Grade
11 HUMSS students, particularly in terms of performance tasks. The
weighted mean for each indicator and the composite mean suggest a
consistent agreement among the students regarding the impact of reading
difficulties.
The highest weighted mean of 3.11 for indicator 8 indicates that students
strongly believe their reading difficulties negatively affect their ability to
demonstrate skills and knowledge in performance tasks. This is closely
followed by indicators 3 and 9, both with a weighted mean of 3.04,
highlighting the impact on their ability to present information effectively and
their confidence in successfully completing performance tasks.
Additionally, indicators 1, 2, 5, 6, 7, and 10 all have weighted means close to
3, indicating a consistent agreement among students that reading difficulties
pose challenges in understanding, gathering information, comprehending

concepts, and performing practical activities, ultimately affecting their overall
performance.
Overall, the composite mean of 2.98 further supports the notion that reading
difficulties have a notable impact on the academic performance of Grade 11
HUMSS students in performance tasks. This data suggests a clear need for
targeted interventions and support to address these challenges in order to
improve the students' academic outcomes.
Table 1.5
Grade 11 HUMSS students in terms of; Quarterly Examination
1.My reading difficulties make it 3.13 Agree 1
challenging for me to comprehend
written questions during quarterly
exams.
2.I struggle to read and understand 3.05 Agree 2
the instructions provided for each
question due to my reading

difficulties.
3.Reading difficulties hinder my 2.97 Agree 10
ability to recall information
accuretely during quarterly exams.
4.I find it difficult to answer 3.00 Agree 6
questions concisely and effectively
because of my reading difficulties
5.My reading difficulties affect my 2.97 Agree 9
understanding of key concepts and
theories tested in quarterly exams.
6.I feel anxious and stressed when 3.04 Agree 3
my reading difficulties impede my
performance during exams.
for me to analyze and interpret data
in exam questions
8.I believe my reading difficulties 3.02 Agree 5
have a negative impact on my
scores and grades.

confidence in performing well in
quarterly exams.
10.I think my reading difficulties 2.98 Agree 8
performance in quarterly exams.
performance among grade 11 HUMSS students. It also shows that the
research indicates that Grade 11 HUMSS students with reading difficulties
face significant challenges during quarterly examinations. The weighted
mean for each indicator, ranging from 2.97 to 3.13, suggests a general
agreement among the students regarding the impact of their reading
difficulties on their academic performance.
The highest ranked indicator, "My reading difficulties make it challenging for
me to comprehend written questions during quarterly exams" with a weighted
mean of 3.13, indicates that this particular challenge is the most pronounced
for the students. This is followed closely by "I struggle to read and
understand the instructions provided for each question due to my reading
difficulties," which had a weighted mean of 3.05.

The composite mean of 3.01 further reinforces the overall agreement in the
students' responses, indicating that they collectively perceive their reading
difficulties as significantly impacting their academic performance in quarterly
examinations.
In summary, the findings suggest that students with reading difficulties face
notable obstacles in comprehending exam questions, understanding
instructions, recalling information, and effectively answering questions, which
ultimately impacts their overall performance in quarterly exams.

CHAPTER V
FINDINGS
With the total of 169 grade 11 students from HUMSS strand that
came from different section answered the five different categories of
indicators that show what are the impact of reading difficulties to academic
performance while they are learning. "The Impact of Reading Difficulties to
Academic Performance Among Grade 11 HUMSS Students at Lobo Senior
High School" The composite mean of 3.18 indicates that reading materials
were generally straightforward for pupils to understand.
Specific areas of understanding difficulties were indicated by the markers "I
found it challenging to grasp the main ideas of the passage" and "I had to
read and reread the passage," which were graded 4 and 2, respectively.
The weighted mean of 3.08 indicates that vocabulary growth and
comprehension abilities are viewed favourably.
Students who struggle with reading have a substantial impact on their ability
to complete written projects, articulate ideas coherently, and organise their
thoughts effectively.
Targeted interventions are necessary because students with reading
impairments have trouble understanding exam questions, comprehending
instructions, memorising material, and responding questions.


Conclusion
This chapter discussed the data analysis and interpretation with
the reference to the literature review. The aim of the study is to identify the
impact of Reading Difficulties to Academic Performance Among Grade 11
HUMSS students at Lobo Senior High School using. It may also include the
introduction and the personal geographic data which involve the data
collection method and the questionnaire that the researchers did the main
finding of the investigation were summarized in each section.
1. Students generally perceive reading materials as easy, but specific
difficulties in grasping main ideas and the need for rereading are evident.
2. Despite positive attitudes towards vocabulary and comprehension, reading
difficulties impact written assignment quality.
3. Reading challenges significantly affect students' performance in
comprehending exam questions and recalling information.
4. Targeted interventions and support are necessary to address these
challenges and improve academic outcomes.
5. There is a need to focus on specific areas of reading difficulty, such as
comprehension and information recall, to enhance overall academic
performance.

Recommendations
1. Implement targeted interventions to aid in the comprehension of main
ideas within reading materials.
2. Provide additional support for students who struggle with recalling
information and comprehending exam questions.
3. Develop programs to enhance vocabulary development and
comprehension skills to mitigate reading difficulties.
4. Offer assistance and resources to help students improve the quality of
their written assignments.
5. Provide training and support for educators to recognize and address the
specific reading difficulties affecting student academic performance.

Proposed Action Plan for the Impact of Reading Difficulties to
Academic Performance Among Grade 11 HUMSS Students at Lobo
Senior High School
General Objectives
1.Improved Reading Skills: Enhance reading abilities among Grade 11
HUMSS students.
2. increased Academic Performance: Boost academic performance of
students through targeted reading support.
3.Raise Awareness and Engagement: Increase awareness about
reading difficulties and engage the school community in addressing
these challenges.
Category Name of Objectives Person Time
Activity Involved Frame
•Improved Reading Reading
Reading Reading Reading Skills Support Team Enhancement
Support and Enhancement Implement a School Program
Awareness Program targeted reading Administration Implement a
enhancement Parents and semester-
program to Community long reading
improve the Members enhancement
reading abilities of program with

Grade 11 HUMSS regular
students. progress
assessments.
•Increased
Awareness
Academic
Campaigns
Performance**:
and
Utilize reading
Workshops
support to
Conduct
enhance academic
workshops
performance
and
across subjects.
awareness
•Raise Awareness campaigns at
and Engagement the beginning
Conduct and midpoint
awareness of the
campaigns and semester
workshops to
engage the school
community in
addressing

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APPENDIX B
QUESTIONNAIRE
Dear Respondents,
Good Day!
You are invited to participate in this research conducted through printed
survey. This questionnaire is a part of the study being conducted by the
students of Lobo Senior High School , Academic Track under Humanities
and Social Sciences Strand in relation to the ”The Impact of Reading
Difficulties to Academic Performance Among Grade 11 HUMSS
Students at Lobo Senior High School”. Kindly fill out the needed
information that corresponds to the questions in the survey questionnaire.
Rest assured that the data that you will provide to us be kept with outmost
confidentiality a will only be utilized for academic purposes.
We are hoping for your positive response to this matter as it aids in

achieving the objectives of this research. Your participation is highly
appreciated. Thank you and more power!
Researchers ,
Oltiveros, John Wayne M.
Abion, Jerwin L.
Alcantara, Nelsa Jean B.
Asi, Sean Mike M.
Verdadero, Vince Lawrence
F.
Evangelista, Yvette C.
Guno, Rebecca B.
PART I. RESPONDENT’S PROFILE

Name (Optional):___________________________________ Sex:______
Year and Section:_____________________________
Age:______
PARTII. READING COMPREHENSION WORKSHEET

Direction: Read the text below then answer the questions that follow.
Encircle the letter of the correct answer.
TheLastLeaf
by O. Henry 1980
In a small part of the city west of Washington Square, the streets

have gone wild. They turn in different directions. They are broken into small
pieces called “places.” One street goes across itself one or two times. A
painter once discovered something possible and valuable about this street.
Suppose a painter had some painting materials for which he had not paid.
Suppose he had no money. Suppose a man came to get the money. The
man might walk down that street and suddenly meet himself coming back
without having received a cent! This part of the city is called Greenwich
Village. And to Old Greenwich Village, the painters soon came. Here they
found rooms they liked, with good views and at a low cost.
Sue and Johnsy lived at the top of a building with three floors. One of these
young women came from Maine, the other from California.
They had met at a restaurant on Eighth Street. There they discovered that
they liked the same kind of art, the same kind of food, and the same kind of
clothes. So they decided to live and work together. That was in the spring.
Towards winter, a cold stranger entered Greenwich Village. No one
could see him. He walked around, touching one person here and another
there with his icy fingers. He was sick. Doctors called him pneumonia. On
the east side of the city, he hurried, touching many people, but in the
narrow streets of Greenwich Village, he did not move so quickly. Mr.
Pneumonia was not a nice gentleman. A nice gentleman would not hurt a
weak woman from California. But Mr. Pneumonia touched Johnsy with his
cold fingers. She lay on her bed.
almost without moving, and she looked through the window at the side of
the house next to hers. One morning, the busy doctor spoke to Sue alone
in the house, where Johnsy could not hear. “She has a very slim chance,”
he said. “She has a chance if she wants to live. If people don’t want to give,
I can’t do much for them. Your wife has decided that she is not going to get
married. Is there something troubling her? ""She always wanted to go to
Italy and paint a picture of the Bay of Napes,” said Sue. “Paint! Not paint. Is
there anything worth worrying about?

A man? ""A man? "said Sue. “Is a man worth—no, doctor? There is not a
man.” “It is weakness,” said the doctor. “I will do what I know how to do.
But when a sick person begins to feel that he’s going to die,
is useess. Talk to her about new winter clothes. If she were interested in
the future, her chances would be better.” After the doctor had gone, Sue
went into the workroom to cry.
Then she walked into John’s room. She carried some of her painting
materials, and she was singing. Johnsy lay there, very thin and very quiet.
Her face was turned
toward the window. Sue stopped singing, thinking that Johnsy was asleep.
Sue began to work. As she worked, she heard a low sound again and
again. She went quickly to the bedside. Johnsy’s eyes were wide open.
She was looking out the window.
and counting—counting back.
“Twelve,” she said; and a little later, “Eleven”; and then, “Ten,” and “Nine”;
and then, “Eight,” and “Seven,” almost together.
Sue looked out the window. What was there to count? There was only the
side wall of the next house, a short distance away. The wall
had no window. An old, old tree grew against the wall. The cold breath of
winter had already touched it. Almost all its leaves had fallen from its dark
branches.What is it, dear? ” asked Sue. “Six,” said Johnsy, in a voice still
lower. “They’re falling faster now. Three days ago, there were almost a
hundred. It hurt my head to count them. But now it’s easy. There goes
another one. There are only five now.” “Five what, dear? Tell your Sue.”
“Leaves. On the tree. When the last one falls, I must go, too. I’ve known
that for three days. Didn’t the doctor tell you? ""Oh, I never heard of such a
thing,” said Sue. “It doesn’t have any sense in it. What does an old tree
have to do with you? Or are you getting well? And you used to love that
tree so much. Don’t be a little fool. The doctor told me about your chances
of getting well. He told me this morning. He said you had very good
chances! Try to eat a little now. And then I’ll go back to work. And then I
can sell my picture, and then I can buy something more for you to eat to
make you strong.” “You don’t have to buy anything for me,” said Johnsy.
She still looked out the window. “There goes another. No, I don’t want
anything to eat. Now there are four. I want to see the last one before night.
Then I’ll go, too.” “Johnsy, dear,” said Sue, “will you promise me to close
your eyes and keep them closed? Will you promise not to look out the
window until I finish working? I must have this picture ready tomorrow. I
need the light; I can’t cover the window.” “Couldn’t you work in the other
room? "Asked Johnsy coldly. “I’d rather be here with you,” said Sue. “And I
don’t want you to look at those leaves.” “Tell me as soon as you have
finished,” said Johnsy. She closed her eyes and lay white and still.
“Because I want to see the last leaf fall.

I have done enough waiting. I have done enough thinking. I want to go

sailing down, down, like one of those leaves.” “Try to sleep,” said Sue. “I
must call Behrman to come up here. I want to paint a man in this picture,
and I’ll make him look like Behrman.
I won’t be gone for a minute. Don’t try to move till I come back.” Old
Behrman was a painter who lived on the first floor of their house. He was
past sixty. He had had no success as a painter. For forty years, he had
painted without ever painting a good picture. He had
always talked of painting a great picture, a masterpiece, but he had never
yet started it.
He got a little money by letting others paint pictures of him. He drank too
much. He still talked of his great masterpiece. And he
believed that it was his special duty to do everything possible to help Sue
and Johnsy. Sue found him in his dark room, and she knew that he had
been drinking. She could smell it. She told him about Johnsy and the
leaves.
on the vine. She said that she was afraid that Johnsy would indeed sail
down, down like the leaf. Her hold on the world was growing weaker. Old
Behrman shouted his anger over such an idea. “What! "He cried. “Are
there such fools? Do people die because leaves drop off a tree? I have not
heard of such a thing. No, I will not come up and sit while you make a
picture of me. Why do you allow
her to think such a thing? That poor little Johnsy! ""She is very sick and
weak,” said Sue. “The sickness has put these strange ideas into her mind.
Mr. Behrman, if you won’t come, you won’t. But I don’t think you’re very
nice.” “This is like a woman! ", shouted Behrman. “Who said I would not
come? Go. I come with you. For half an hour, I have been trying to say that
I will come. God! This is not the place for someone as good as Johnsy to
lie sick. Some day I shall paint my masterpiece, and we shall all go away
from here. God! Yes.” Johnsy was sleeping when they went up. Sue
covered the window,
and took Behrman into the other room. There, they looked out the window
fearfully at the tree. Then they looked at each other for a moment without
speaking. A cod rain was falling, with a little snow in it too. Behrman sat
down, and Sue began to paint. She worked through most of the night. In
the morning, after an hour’s sleep, she went to Johnsy’s bedside. Johnsy,
with wide-open eyes, was looking towards the window. “I want to see,” she
told Sue. Sue took the cover from the window. But after the beating rain
and the wid wind that had not stopped through the whole night, there was
one eaf to be seen against the was. It was the last on the tree. It was very
dark green near the branch. But at the edges, it was turning yellow with
age. There, it was hanging from a branch near twenty feet above the
ground. “It is the last one,” said Johnsy. “I thought it would surey happen
during the night. I heard the wind. "Oh, dear Johnsy! "said Sue. “Think of
me if you won’t think of yourself. What would I do? "But Johnsy did not
answer. The most important thing in the world is a soul when it is preparing
to go on its long journey. The ties that hed her to friendship and to earth
were breaking, one by one. The day soon passed. As it grew dark, they
could see the eaf hanging from its branch against the wall. And then, as
the night came, the north wind began again to blow. The rain beat against
the windows. When it was light enough the next morning, Johnsy again
commanded that she be allowed to see. The eaf was sitting there. Johnsy
spent a long time looking at it. And then she called Sue, who was cooking
something for her to eat. “I’ve been a bad girl, Sue,” said Johnsy.
“Something has made that aunt stay there to show me how bad I was. It is
wrong to want to die. I try to eat now. But first, bring me a sleeping bag so
that I can see myself. And then I’ sit up and watch you cook.” An hour later
she said, “Sue, some day I hope to paint the Bay of Napes.” The doctor
came in the afternoon. Sue foowed him into the outside Johnsy’s room to
talk to him. “The chances are good,” said the doctor. He took Sue’s thin,
shaking hand in his. “Give her good care, and she'll get well. And now I
must see another sick person in this house. His name is Behrman. I am a
painter, I believe. Pneumonia, too. Mike is an old, weak man, and he is
very intelligent. There is no hope for him. But we took him to the hospital
today. We'll make it as easy for him as we can.” The next day, the doctor
said to Sue, “She’s safe. You have done it. Food and care now—that’s a.”
And that afternoon Sue came to the bed where Johnsy ay. She put one
arm around her. “I have something to tell you,” she said. “Mr. Behrman
died of pneumonia today in the hospital. He was in two days. Someone
found him on the morning of the first day, in his room. He was hepess with
pain.” “His shoes and his clothes were wet and as cold as ice. Everyone
wondered where he had been. "And then they discovered some things.
There was a light that he had taken outside. And there were his materials
for painting. There was paint, green paint, and yellow paint. And—“Look
out the window, dear, at the ast eaf on the wa. Didn’t you wonder why it
never moved when the wind was blowing? Oh, my dear, it is Behrman’s
great masterpiece—he painted it there the night that the last leaf fell.”
1. What is the setting of "The Last Leaf"?
a) London
b) Paris
c) New York City
d) Rome
2. What ailment does Johnsy suffer from in the story?
a) Pneumonia
b) Tuberculosis
c) Influenza

d) Asthma
3. Who is the central character in the story?

a) Behrman
b) Sue
c) Johnsy
d) Mr. Pneumonia
4. What does Johnsy believe will happen to her when the last leaf falls?
a) She will recover
b) She will die
c) She will become a famous artist
d) She will find true love
5. Who is the artist living in the same building as Johnsy and Sue?
a) Mr. Pneumonia
b) Mr. Behrman
c) Mr. Leaf
d) Mr. Green
6. What does Mr. Behrman paint to save Johnsy's life?

a) A portrait of Johnsy
b) A self-portrait
c) A landscape of the street
d) A picture of a leaf
7. How does Mr. Behrman meet his unfortunate fate?

a) He falls ill
b) He is struck by lightning
c) He is hit by a car

d) He succumbs to old age
8. What does the last leaf symbolize in the story?

a) Hope and resilience
b) Death and despair
c) Love and friendship
d) Duty and responsibility
9. What is the profession of Sue and Johnsy?

a) Artists
b) Writers
c) Musicians
d) Teachers
10. What motivates Mr. Behrman to paint the last leaf?

a) Money
b) Fame
c) Love for Johnsy
d) Boredom
a) Sisters
b) Friends
c) Cousins
d) Roommates
12. How does Sue support Johnsy throughout the story?

a) She reads to her every day
b) She buys her medicine
c) She spends hours painting with her
d) She takes care of her and encourages her

13. What does the doctor predict about Johnsy's chances of survival at the
beginning of the story?
a) He is hopeful she will recover
b) He is uncertain about her recovery
c) He believes she has little chance of survival
d) He thinks she will recover soon
14. What is the significance of the number of leaves on the vine outside
Johnsy's window?
a) It represents the passing days
b) It signifies the changing seasons
c) It serves as a countdown to Johnsy's recovery
d) It symbolizes the passage of time
15. What theme is most prominent in "The Last Leaf"?

a) Sacrifice
b) Hope
c) Friendship
d) Determination

Grading System Used To Interpret Reading Comprehension Test

Scores
TRANSMUTED SCORE DESCRIPTION
14-15 Excellent
12-13 Very Good
10-11 Good
8-9 Fair
6-7 Passing
5 and below Failed

PART III. READING DIFFICUTIES IN RELATION TO ACADEMIC

PERFORMANCE AMONG GRADE 11 HUMSS STUDENTS
Directions: Put a check mark ( / ) in the appropriate column that
corresponds to the Impact of reading difficulties in relation to academic
performace in terms of: comprehension, vocabulary, written works,
performance task, quarterly examination, based on the following options :
4 - Strongly agree 2 - Disagree
3 - Agree 1 - Strongly Disagree
COMPREHENSION 4 3 2 1
1.The reading materials provided were
easy to understand.
2.I found it challenging to grasp the main
ideas of the passage.
3.The vocabulary used in the text was
familiar to me.
4.I could easily connect the information
in the passage with real-life situations.
5.I had to read and reread the passage
to fully understand it.
6.I felt confident in answering questions
about the passage after reading it.
7.The length of the passage affected my
understanding of the content.
8.I was able to identify the author's
purpose and main points in the passage.
9.I felt engaged while reading the
passage
10.The questions asked about the
passage were clear and relevant

VOCABULARY 4 3 2 1
1.The reading materials are challenging
and require a strong vocabulary.
2.I find it easy to understand and explain
the meanings of new words encountered
in my readings.
3.I feel confident in my understanding of
a wide range of vocabulary.
4.I enjoy learning new words and phrase
to expand my vocabulary.
5.I believe my vocabulary skills are
sufficient for comprehending advanced
academic texts.
6.I frequently encounter unfamiliar words
while reading academic materials.
7.I actively seek out challenging reading
materials to expand my vocabulary and
comprehension skills.
8.I believe having a rich vocabulary is
important for effective communication.
9.I believe that my vocabulary skills have
improved over the course of the
academic year.
10.I actively seek out opportunities to
improve my vocabulary through reading,
conversation, or other means.

WRITTEN WORKS 4 3 2 1
1.Reading difficulties affect my ability to

complete written assignments
accurately.
2.Reading difficulties make it

challenging for me to express my ideas
coherently in written form.
3.I struggle to understand and analyze

written materials due to my reading
difficulties.
4.Reading difficulties hinder my

progress in completing written tasks
within the given time frame.
5.My reading difficulties negatively

impact my spelling and grammar in
written work.
6. I find it difficult to comprehend written

instructions and requirements because
of my reading difficulties.
7.Reading difficulties make it harder for

me to organize my thoughts and
structure my written work effectively.
8.I feel frustrated when my reading

difficulties impede my ability to convey
my thoughts through writing.
9.Reading difficulties affect my

confidence in producing written work of
high quality.
10.I believe my reading difficulties have

a significant impact on my overall
performance in written assignments.

PERFORMANCE TASK 4 3 2 1
1.My reading difficulties make it challenging

for me to understand and complete
performance tasks.
2. I struggle to gather relevant information

from written sources for performance tasks
due to my reading difficulties.
3. Reading difficulties hinder my ability to

present information effectively during
performance tasks.
4.I find it difficult to follow instructions and

guidelines for performance tasks because of
my reading difficulties.
5.My reading difficulties affect my

understanding of concepts and theories
required for performance tasks.
6. I feel overwhelmed when my reading

difficulties impede my performance during
practical activities.
7.Reading difficulties make it harder for me to

analyze data and draw conclusions during
performance tasks.
8.I believe my reading difficulties have a

negative impact on my ability to demonstrate
skills and knowledge in performance tasks
9.Reading difficulties affect my confidence in

successfully completing performance tasks
10.I think my reading difficulties significantly

affect my overall performance in performance
task.

QUARTERLY EXAMINATION 4 3 2 1
1.My reading difficulties make it
challenging for me to comprehend
written questions during quarterly
exams.
2.I struggle to read and understand the
instructions provided for each question
due to my reading difficulties.
3.Reading difficulties hinder my ability to
recall information accurately during
quarterly exams.
4.I find it difficult to answer questions
concisely and effectively because of my
5.My reading difficulties affect my
understanding of key concepts and
theories tested in quarterly exams.
6.I feel anxious and stressed when my
reading difficulties impede my
performance during exams.
7.Reading difficulties make it harder for
me to analyze and interpret data in
exam questions
8.I believe my reading difficulties have a
negative impact on my exam scores and
grades.
9.Reading difficulties affect my
confidence in performing well in
quarterly exams.
10.I think my reading difficulties
performance in quarterly examinations.

CURRICULUM VITAE
OLTIVEROS, JOHN WAYNE, M.

Address: Fabrica, Lobo Batangas
Educational Background
Secondary Masaguitsit-Banalo National High School

Junior High School
Masaguitsit, Lobo Batangas
2018 – 2022
Humanities and Social Sciences

Lobo Senior High School
Senior High School
Poblacion, Lobo Batangas
Primary Poblacion Elementary School

Elementary
Skills and Interest

Motorcyling
Online Games
PERSONAL INFORMATION
Place of Birth : Lobo Batangas
Date of Birth : February 08, 2006
Age : 17
Status : Single
Gender : Male

CURRICULUM VITAE
ABION, JERWIN L.
Adress: Lagadlarin Lobo, Batangas
Educational Background:
Secondary Masaguitsit Banalo National High School
Junior High School
2018 – 2022
2022 - Present
Primary Lagadlarin Elementary School
Elementary
Lagadlari, Lobo, Batangas
2016-2017
Skills and Interest
Cycling/Biking Drawing/Painting
Basketball
“A veritable gateway to holistic development.” 1

Place of Birth : Lagadlarin, Lobo Batangas
Date of Birth : April 29, 2006
Age : 17 years old
Status : Single
Gender : Male

CURRICULUM VITAE
ALCANTARA, NELSA, B.
Address: Lagadlarin, Lobo, Batangas
Secondary Masaguitsit Banalo National High School

Junior High School
2018-2022

2022 - Present
Primary Lagadlarin Elementary School

Elementary
Soloc, Lobo, Batangas
Skills and Interest

 dancing
Place of Birth : Lagadlarin, Lobo Batangas
Date of Birth : October 16, 2006
Age : 18 years old
Status : Single
Gender : Female

CURRICULUM VITAE
GUNO, REBECCA, B.
Adress: Biga, Lobo, Batangas
Secondary Balibago, Biga

National High School
Junior High School
Balibago, Lobo Batangas
2018-2022

2022 - Present
Primary Biga Balibago Elementary School

Elementary
Balibago, Lobo, Batangas
Skills and Interest

 Dancing
Date of Birth : August 30, 2005
Age : 18 years old
Status : Single
Gender : Female

CURRICULUM VITAE
ASI, SEAN MIKE, M.

Adress: Nagtoctoc, Lobo, Batangas
Secondary Jaybanga, Integrated National High School

Junior High School
Jaybanga , Lobo Batangas
2018-2022

2022 - Present
Primary Nagtoctoc Elementary School

Elementary
Nagtoctoc, Lobo, Batangas
Skills and Interest

Basketball
Date of Birth : July 16, 2006
Age : 17 years old
Status : Single
Gender : Male

CURRICULUM VITAE
VERDADERO,VINCE LAWRENCE, F.
Adress: Balibago, Lobo, Batangas
Secondary Balibago, Biga National High School

Junior High School
Balibago, Lobo Batangas
2018-2022

2022 - Present
Primary Biga Balibago Elementary School

Elementary
Balibago, Lobo, Batangas
Skills and Interest

Basketball
Date of Birth : October 8, 2005
Age : 18 years old
Status : Single
Gender : Male

CURRICULUM VITAE
EVANGELISTA, YVETTE, C.
Adress: Sawang, Lobo, Batangas
Secondary Lord Immanuel Institute Foundation Incorporated

Junior High School
Poblacion , Lobo Batangas
2018-2022

2022 - Present
Primary Mabilog na Bundok Elementary School

Elementary
Mabilog, Lobo, Batangas
Skills and Interest

Dancing
Date of Birth : July 10, 2006
Age : 17 years old
Status : Single
Gender : Female

APPROVAL SHEET
This research paper entitled, “THE IMPACT OF READING

DIFFICULTIES TO ACADEMIC PERFORMANCE AMONG GRADE 11
HUMSS STUDENTS AT LOBO SENIOR HIGH SCHOOL” prepared and
submitted by John Wayne M. Oltiveros, Jerwin L. Abion, Nelsa B. Alcantara,
Vince Lawrence F. Verdadero, Sean Mike M. Asi Rebecca B. Guno and
Yvette C. Evangelista a in partial fulfillment of requirements for the subject
Practical Research 2, has been examined and recommended for acceptance
and approval for oral presentation.
NOLI C.FLORINDO
Research Adviser
Accepted and approved in partial fulfillment of requirements for the subject

Practical Research 2 in Humanities and Social Sciences.
JOHN D. AGDAN
PRINCIPAL II

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LOBO SENIOR HIGH SCHOOL

Poblacion, Lobo, Batangas

THE IMPACT OF READING DIFFICULTIES TO ACADEMIC

PERFORMANCE AMONG GRADE 11 HUMSS STUDENTS AT LOBO

SENIOR HIGH SCHOOL

OF THE REQUIREMENT IN PRACTICAL RESEARCH II

OLTIVEROS, JOHN WAYNE M.

VERDADERO, VINCE LAWRENCE, F.

ASI, SEAN MIKE, M.

LOBO SENIOR HIGH SCHOOL

PRACTICAL RESEARCH 2 TEACHER

“A veritable gateway to holistic development.”

This research paper entitled, “THE IMPACT OF READING

KIM WARREN G. ILAGAN NOLI C. FLORINDO

Accepted and approved in partial fulfillment of requirements for the subject

“A veritable gateway to holistic development.”

The researchers would like to express their profound gratitude to all

To their class adviser, Mr. Byron F. Dalangin, their research adviser

questionnaire, and some of Lobo Senior High School staff.

importantly for the moral support they have provided.

studies as well as for always keeping them safe from harm.

“A veritable gateway to holistic development.”

This study is particularly dedicated to Almighty God for his presence

family, who served as a constant source of support and inspiration. The

it to advance our understanding of the subject. This study is devoted to Lobo

“A veritable gateway to holistic development.”

The purpose of this study is to identify and examine the impact of

academic stressors to the performance and capability of grade 11

HUMSS students at Lobo Senior High School in terms of Financial

capability, personal choices and decision making. The researchers

used descriptive research design to describe the impact of

academic stressors and used a validated questionnaire to gather

having a problem in their performance and capability. As a result,

such as practicing managing your time, eating healthy foods and

“A veritable gateway to holistic development.”

Problem and its Background

Academic Performance. The capacity to understand and

analyze complicated text is especially crucial for student in grade 11 HUMSS

(Humanities and Social science) programmed However, some children may

academic achievement in numerous areas. The objective of this quantitative

study is to ascertain the effect of reading challenges on Grade 11 HUMSS

student academic performance.

The academic performance of student is often measured through

grades, test scores, and overall achievement in different subjects. Reading

difficulties can hinder student’s ability to understand and extract information

comprehension and weaker analytical skills. Consequently, these challenges

may result in lower grades and overall academic achievement

Identifying the specific impact of reading difficulties on academic

performance is crucial for educators, administrators. and policymakers to

design effective interventions and support systems. By understanding the

“A veritable gateway to holistic development.”

relationship between reading difficulties and academic performance,

educators can develop targeted strategies to enhance reading skills and

provide appropriate accommodations to students who struggle with reading

By Investigating the impact of reading difficulties on the academic

performance of Grade 11 HUMSS students, this research aims to contribute

will provide valuable insights to educators, administrators and

policy makers, enabling there to develop targeted Interventions that

opportunities to succeed academically and reach. their full potential.

According to Turna and Guldenoglu (2019) involved automating the

after achieving word recognitions perception interpretation and reading

speed as the music of the spoken language

Turkce Sozluk 2018, Yıldız 2019). Another sub- -dimension that