Reading Difficulties of Grade One Learners in Mother Tongue Based- Multi-lingual Education (MTB-MLE) in Relation to Performance: Basis for Intervention Plan
DOI:
https://doi.org/10.11594/ijmaber.06.01.02Keywords:
Reading difficulties, phonemic awareness, phonics, fluency, vocabulary, comprehension, academic performance, early literacy, Mother Tongue-Based Multilingual Education (MTB-MLE), intervention programAbstract
This study investigates the reading difficulties encountered by Grade One learners in District 1 of the Schools Division of Bago City for the school year 2023-2024 and examines their impact on academic per-formance. Utilizing a descriptive-correlational research design, the study assessed 231 Grade One learners from five elementary schools using a modified Reading Difficulty Checklist. Findings indicate that learners experience moderate difficulties across five key areas of reading: phonemic awareness, phonics, fluency, vocabulary, and com-prehension, with comprehension posing the greatest challenge. The study also reveals that demographic factors such as age, sex, parents’ educational attainment, and family income significantly influence reading proficiency. Additionally, a strong correlation was found be-tween reading difficulties and academic performance, highlighting the need for targeted intervention programs. Based on the results, an in-tervention plan is proposed to enhance reading skills and improve academic outcomes for young learners.
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