Frustration Readers in Senior High School: A Case Study

Queenie Anne S. Castro
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Queenie Anne S. Castro: Department of Education, Region X Pulot National High School Pulot, Ozamiz City

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 12, 2396-2409

Abstract: Reading is a crucial skill for students, yet many still struggle with reading performance, hindering their learning and understanding. Studies suggests that frustration readers need to develop their reading skills to improve academic performance. Students with low reading performance also perform poorly in English and other subjects. They have lower reading assessments than their current grade level, leading to difficulties in learning different subjects, increased class failure, and increased risk of bullying. Therefore, it is essential for educators to address these issues to improve students’ reading abilities. Frustration readers are students with low reading capability and scores in reading below their age level. This study explored the contributing factors to the difficulty in reading among the Senior High School students of Pulot National High School. A purposive sampling technique was used in identifying six Grade 11 students who served as the participants for this study. This study utilized a case study design using Yin’s method of data analysis. A researcher-made interview guide was used as the research instrument. Findings revealed that frustration readers in Senior High School were due to a lack of interest in reading, lack of parental support, and lack of time for school work. These resulted in poor academic performance, a source of bullying, and a feeling of envy. A teacher and peer-assisted reading can help the students address their concerns in reading. It is recommended that students will be enjoined to assisted reading which may be conducted more than three times a week. Assisted reading in the form of tutoring can effectively help students achieve success in reading.

Date: 2024
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