Reading Comprehension Difficulties: A Mixed-Methods Study of At-Risk Grade 4 Pupils at San Juan Elementary School
DOI:
https://doi.org/10.55687/ste.v5i1.261Abstract
Reading comprehension is a critical academic skill that underpins learners’ success across content areas. Despite early literacy initiatives, many elementary pupils continue to exhibit comprehension difficulties, particularly those identified as at risk. This mixed-methods study examined the reading comprehension difficulties of Grade 4 at-risk pupils at San Juan Elementary School, integrating school-based reading assessment data aligned with the Philippine Informal Reading Inventory (Phil-IRI) and qualitative classroom-based evidence. Quantitative results identified dominant comprehension weaknesses in inferential understanding, vocabulary, and fluency, while qualitative findings revealed instructional, linguistic, and motivational factors shaping pupils’ reading performance. The integration of findings highlights the need for early, targeted, and instructionally responsive reading interventions grounded in both assessment data and classroom realities.
References
Abana, A (2021). A Scrutiny of K-12 Strands and the Learning Program Vis-à-vis its Academic Performance. Psychology and Education Journal. 58 (2): 7977-7984
Andres, A. (2019). Achievement Goals and Mathematics Achievement of the Senior High School Students. International Journal of English and Education, 8 (2).
Andres, A. (2023). Establishing Quality Instrument for the Summative Assessment of Pre-Service Elementary Teachers. JETT. 14 (3), 9-16).
Andres, A.D. (2022). Metacognition and Performance in Mathematical Problem-Solving Among Bachelor of Elementary (BEED) Pre-service Teachers. Central European Management Journal, 30 (4). 86-95.
Antonio, A. (2021). Syntactical Scrutiny: Inaccuracies in the Lesson Planning of Non- Language Pre Service Teachers. International Journal of Arts, Sciences and Education,
Balog, P., & Gonzales, E. (2021). From Linguistic Landscapes to Teaching Resources: A Case of Some Rural Areas in the Province of Quezon. International Journal of Arts, Sciences and Education, 1(2), 23–44.
Banares, A. J. (2022). Reinterpreting Sonnet 18 by William Shakespeare through Stylistic Analysis. International Journal of Arts, Sciences and Education, 3(July Special Issue), 189–204. https://ijase.org/index.php/ijase/article/view/163.
Belarga, B., Guiquing-Clemente, B., Tulawie, A., Alih, C., Caban, R., & Manois, F. R. (2025). From Page to Praxis: The Role of Regional Literature in Shaping Culturally Grounded Teaching Methods in HEIs. International Journal on Culture, History, and Religion, 7(SI2), 356–371. https://doi.org/10.63931/ijchr.v7iSI2.206
Bonoan, K. C., Bunagan, K. A., Calangi , A. D., Chan, E. P., Corpuz , L. P. ., Deseo, J. M. ., Suarez, R. H., Sumulong, B. I. ., & Flores, A. R. (2021). A Comparative Study on the Knowledge, Attitude, and Practices (KAP) on the Preventive Measures Against Covid-19 of the Residents in Rural (Lobo, Batangas) and Urban (Taguig City, Metro Manila) Areas in the Philippines . International Journal of Arts, Sciences and Education, 1(3), 77–123. Retrieved from https://ijase.org/index.php/ijase/article/view/35
Buncag, R. (2022). Parent-Assisted Modular Reading Program: Its Effect on Reading Performance During the Covid-19 Pandemic of Grade 5 Pupils of Biwag Elementary School, Tallag Cabagan Isabela. International Journal of Arts, Sciences and Education, 3(July Special Issue), 39–50. https://ijase.org/index.php/ijase/article/view/154
Cain, K., & Oakhill, J. (2011). Matthew effects in young readers: Reading comprehension and reading experience aid vocabulary development. Journal of Learning Disabilities, 44(5), 431–443. https://doi.org/10.1177/0022219411410042
Caliboso, J., Bagalay, B., Santiago, M. Bayan, R., Aguinaldo, I., & Belo, J. (2025). Literary Texts as Cultural Tools: A Study on Contextualized Learning Strategies in Philippine Higher Education. International Journal on Culture, History, and Religion, 7(SI2), 340–355. https://doi.org/10.63931/ijchr.v7iSI2.205
Camiring-Picpican, H., Flores, K., Caban, R., Mohadali, S., Galdonez, D., & Alih, C. (2025). Pedagogical Innovations Based on Philippine Cultural Practices: A Framework for Culturally Responsive Teaching in Higher Education. International Journal on Culture, History, and Religion, 7(SI2), 433–451. https://doi.org/10.63931/ijchr.v7iSI2.168
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research. Field Methods, 30(4), 409–412. https://doi.org/10.1177/1525822X18793571
Grabe, W., & Zhang, C. (2016). Reading–writing integration in language instruction. Language Teaching, 49(3), 337–355. https://doi.org/10.1017/S0261444816000050
Manzon, M., Tupas, R., & Lorente, B. (2021). Literacy assessment and multilingual realities in Philippine classrooms. Language, Culture and Curriculum, 34(3), 302–317. https://doi.org/10.1080/07908318.2020.1831917
McCrudden, M. T., Magliano, J. P., & Schraw, G. (2019). The effect of task relevance instructions on reading processes and learning. Journal of Educational Psychology, 111(2), 256–270. https://doi.org/10.1037/edu0000286
Perfetti, C. A., & Stafura, J. (2014). Word knowledge in a theory of reading comprehension. Scientific Studies of Reading, 18(1), 22–37. https://doi.org/10.1080/10888438.2013.827687
Quimba, F. M. A., Albert, J. R. G., & Serafica, R. B. (2023). Learning recovery and reading assessment outcomes in Philippine basic education. International Journal of Educational Development, 98, 102732. https://doi.org/10.1016/j.ijedudev.2023.102732
Snow, C. E., & Matthews, T. J. (2016). Reading and language in the early grades. The Future of Children, 26(2), 57–74. https://doi.org/10.1353/foc.2016.0012
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Studies in Technology and Education
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
License Terms
All articles published in Studies in Technology and Education (STE) are freely accessible under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
This license grants users the right to read, download, copy, distribute, and link to the full texts for non-commercial purposes, provided that appropriate credit is given and that the original work remains unaltered and unchanged.
This article is made available in accordance with the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
