READING DIFFICULTIES IN THE ENGLISH SUBJECT OF GRADE 11 HUMANITIES AND SOCIAL SCIENCES STUDENTS AT BESTLINK COLLEGE OF THE PHILIPPINES

Abstract

This study centers on Grade 11 Humanities and Social Sciences students at Bestlink College of the Philippines, investigating common reading difficulties and effective techniques for improvement. Factors such as limited vocabulary, challenges in comprehending sentences and paragraphs, insufficient background knowledge, basic English skills, and lack of interest contribute to these difficulties. Using B.F. Skinner’s Operant Conditioning Theory, the study highlights how reinforcement and encouragement can improve reading abilities, build confidence, and support students’ progress. It examines the impact of these factors on learning, communication, and critical thinking, while assessing the effectiveness of various reading strategies. This study utilizes a quantitative-descriptive evaluative research design to determine the effectiveness of specific interventions—whether they work, and if so, how and why. The study surveyed 133 Grade 11 students at Bestlink College using a structured questionnaire. Data were analyzed using statistical tools such as frequency, percentage, ranking, mean, and Likert scale to provide meaningful insights. Reading difficulties significantly hinder students' learning, communication, and critical thinking skills, with attention-related challenges being a major contributing factor. Utilizing reading techniques such as summarizing, visualizing, and enhancing comprehension can help address these issues. To effectively support students, an action plan has been developed focusing on assessing attention difficulties, establishing a distraction-free reading environment, setting achievable fluency goals, and strengthening vocabulary. This plan emphasizes a collaborative approach involving students, teachers, and school administrators to promote sustained improvement in reading performance. The findings of the study highlight that lack of attention is the leading factor contributing to reading difficulties in English subjects, which in turn affects students' ability to learn, communicate effectively, and think critically. To overcome these challenges, interventions should prioritize strategies that enhance attention, reading fluency, and vocabulary. These may include conducting assessments to identify attention-related issues, implementing techniques to improve focus, establishing achievable reading fluency goals, and incorporating vocabulary-building activities.