Is there a Relationship between Reading Difficulties and Reading Strategies?

Ahmad Asnawi Bin Zamri, Muhammad Hafidzudeen bin Norazizan, Mohamed Hafizuddin bin Mohamed Jamrus, Ainaa Izzaty Binti Zamri and Noor Hanim Rahmat
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Ahmad Asnawi Bin Zamri: Universiti Teknologi MARA Shah Alam
Muhammad Hafidzudeen bin Norazizan: Universiti Teknologi MARA Shah Alam
Mohamed Hafizuddin bin Mohamed Jamrus: Universiti Teknologi MARA Shah Alam
Ainaa Izzaty Binti Zamri: Project Home Safety and Claims, TDCX (MY) Kuala Lumpur
Noor Hanim Rahmat: Universiti Teknologi MARA Shah Alam

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 24, 325-334

Abstract: Reading proficiency remains essential for undergraduates, yet many face challenges that affect comprehension and academic performance, especially in today’s digital age. This quantitative study examined perceived reading difficulties, reading strategies, and their relationship among 119 undergraduates at a public Malaysian university. Using a survey adapted from Abeeleh & Al-Sobh (2021) and Amer et al. (2010), results showed self-perception issues such as believing peers are better at language and anxiety despite preparation were the most reported difficulties, followed by vocabulary barriers. Problem-solving strategies were the most frequently used, global strategies were rated moderately high, and support strategies were rated the least. Findings support Flavell’s Metacognitive Theory, suggesting that greater difficulties prompt more strategic responses. Pedagogical implications include targeted vocabulary support, confidence-building, and balanced training in global, problem-solving, and support strategies to develop strategic, independent readers.

Date: 2025
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