Beyond the Letters: Unveiling the Worldviews of Non-Readers in English

Joann I. Candelario and Rebecca D. Subillaga
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Joann I. Candelario: English Department, Lambayong National High School
Rebecca D. Subillaga: English, Sultan Kudarat State University

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 4, 1476-1492

Abstract: Despite of the different interventions implemented by the Department of Education to eradicate illiteracy, there are still some students reach high school without mastering one of the essential literacy skills such as reading in their previous years of schooling. This transcendental phenomenological research aimed to explore the worldviews and its contexts of non-reader in English of Grade 7 students of Lambayong National High School, School Year 2024-2025. Eight non-readers served as the participants of the study. Panels of experts validated the semi-structured interview questionnaire to gather enriching data from the participants. A pilot testing was held to ensure the credibility and reliability of the results. An orientation to the parents and an informed consent were given since the respondents of the study belongs to the minor age group. Using thematic analysis of data, the results revealed that non-readers in English have internalized negative self-image accompanied by emotional distress, traumatic and punitive experiences with English reading, low reading proficiency and deliberate efforts to improve, and informal reading practices. Moreover, some participants lacking parental support while others experience negative reinforcement at home. Additionally, findings also reveal unsupportive classroom environments which further hinder literacy development of non-readers. Furthermore, reading capability of students are influenced by their peers which leads to social isolation and interaction barriers. However, these experiences motivated non-readers and be determined to strive harder to learn reading to achieve their future aspirations. These findings emphasize the need for more inclusive, compassionate, and supportive educational strategies. Addressing the emotional and psychological barriers faced by non-readers is just as important as providing structured literacy interventions.

Date: 2025
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