Beyond Words on a Page: An

In-Depth Exploration of the

Phenomenology of Reading
Comprehension
 Introduction
The Progress in International Reading
Literacy Study (PIRLS) and the Program for
International Student Assessment (PISA) measure
reading performance of 4th grade students in
participating countries. The U.S. is in the top 13
educational systems, with 5 ranking higher and 7
measurably similar. Reading is a complex process
that requires active thinking and the use of skills
and strategies.
 UNICEF has found that less than
15% of schoolchildren in the Philippines
can read simple texts due to the longest
school closure since the COVID-19
pandemic, with a learning poverty rate of
more than 85%. This is slightly lower than
the World Bank estimate of 90% in
November last year.
 In Davao Region, 98% of people
aged 10 and above can read and write a
simple message in any language. Davao City
Mayor Sara Duterte-Carpio signed Executive
Order No. 19 to eliminate literacy. DepEd
Matina District has a specialized program for
students who have difficulty catching up
reading and writing.
 Purpose of the Study
The purpose of this qualitative study was to
describe the lack reading comprehension of
Electrical Installation Maintenance (EIM)
students, their problems encountered,
emotional, struggles, coping strategies
including their insights and realization that
would be useful in making interventions in the
future.
 Research Question
1. What are the lived experiences of EIM students regarding
with the lack of reading comprehension inside the
classroom?
2. What coping mechanisms do EIM students developed to
overcome their lack of reading comprehension skills?
3. What realizations and insights have EIM students gained
about their own learning processes and how has this
knowledge influenced their approach to reading
comprehension and learning in general?
 Theoretical Lens
Schema theory is an explanation of how readers use
prior knowledge to comprehend and learn from text
(Rumelhart, 1980). The term "schema" was first used in
psychology by Barlett as "an active organization of past
reactions or experiences" (1932,p.201); later, schema
was introduced in reading by Rumelhalt (1980), Carrell
(1981) and Hudson (1982) when discussing the
important role of background knowledge in reading
comprehension (all cited in An, 2013).
 Significance of the Study
1. Studying can help students raise their awareness of
reading comprehension skills and develop strategies
to improve them.
2. Teachers can use results to identify students needing
support and provide interventions.
3. Study can inform research into reading
comprehension difficulties among Electrical
Installation Maintenance students.
 Delimitation of the Study

• This qualitative inquiry is delimited only to the

identified five(5) EIM students who are frequently
noted and observed to lack reading comprehension.
• Mintal Comprehensive high school, Mintal, Tugbok
District, Davao City Philippines.