Determinants of Reading Comprehension Difficulties of Grade 6 Learners in English at Saduc Central Elementary School

This study aimed to investigate the determinants contributing to reading comprehension difficulties among Grade 6 learners in English at Saduc Central Elementary School during the academic year 2023-2024. The research focused on identifying the profile of the respondents, including age, sex, parents' educational attainment, and parents' occupation. Additionally, it examined the determinants affecting reading comprehension difficulties in English, such as vocabulary knowledge, reading fluency, home environment, and social environment. A mixed methods approach was used, involving a structured questionnaire and follow-up interviews. The study involved 62 participants, through census sampling, with 32 males and 30 females. The findings indicated a diverse age range, primarily including 12, 13, and 14 years old. The distribution of sex was fairly even, with a slight majority of males. Most parents had achieved at least a college degree, and some had post-graduate degrees. Mothers typically had housekeeping occupations, while fathers were mainly in business-related jobs. Although learners actively engaged in vocabulary-building activities, they faced challenges in understanding English words. Reading fluency presented difficulties, yet learners displayed the ability to read silently with proper phrasing. The study emphasized the importance of a positive home environment with attributes like good lighting, family support, and conducive reading spaces. The influence of peers who enjoyed reading was also noted to positively impact learners. The implications recommend tailored instruction based on age and sex, increased parental involvement, vocabulary enhancement strategies, and interventions to improve reading fluency to address grade 6 learners’ difficulties effectively. Enhancing the social environment with book discussions and shared reading experiences can further boost learner engagement and motivation. These insights aim to assist educators and policymakers and guide instructional practices and interventions for the academic year 2023-2024.