Reading Profiles and Comprehension Experiences of Grade 6 Learners in Filipino: Basis for a Contextualized Remedial Reading Program

Abstract

Reading comprehension remains a significant concern in elementary education, particularly among learners experiencing difficulties in decoding, vocabulary development, fluency, and meaning construction in Filipino reading instruction. This qualitative phenomenological study explored the reading profiles and comprehension experiences of Grade 6 learners in Filipino as basis for the development of a contextualized remedial reading program. The study involved twelve Grade 6 Filipino teachers and selected struggling readers from public elementary schools in the Philippines who were purposively selected based on their involvement in literacy intervention activities. Data were gathered through semi-structured interviews, reading assessment records, classroom observations, and document analysis. Braun and Clarke’s thematic analysis revealed five major themes: (1) Diverse Reading Profiles and Literacy Performance Among Grade 6 Learners; (2) Vocabulary Limitations and Comprehension Difficulties in Filipino Reading; (3) Learners’ Emotional Responses and Reading Anxiety During Comprehension Activities; (4) Instructional Practices and Intervention Strategies in Filipino Reading Instruction; and (5) Need for Contextualized and Learner-Centered Remedial Reading Programs. Findings revealed that learners demonstrated varying reading abilities ranging from frustration to instructional reading levels, with many experiencing difficulties in vocabulary recognition, inferential comprehension, fluency, and critical understanding of Filipino texts. Teachers observed that contextualized and interactive literacy activities positively supported learner engagement and comprehension development. However, limited reading exposure, insufficient instructional materials, learner diversity, and limited parental support affected reading performance and intervention implementation. The study concludes that contextualized and differentiated remedial reading programs are necessary to address learners’ comprehension difficulties and strengthen literacy development in Filipino education. The findings provide implications for literacy instruction, curriculum enhancement, and reading intervention program development in elementary education.