ANALYSIS ON ACADEMIC PERFORMANCE OF STRUGGLING READERS IN ENGLISH OF GRADE 6 STUDENTS

Abstract

The purpose of this study is to analyze the factors contributing to poor reading skills and recommend interventions by examining the academic performance of struggling readers in Grade 6. Several complex, interacting factors, such as vocabulary, fluency, comprehension, phonemic awareness, and phonological awareness, contribute to reading challenges. Individualized interventions tailored to the needs of struggling readers are vital. Additionally, this is one of the issues facing our nation: it can be difficult for students to find literature relevant to their experiences and areas of interest, compounded by inadequate parental and instructional supervision and low motivation. This study emphasizes how essential it is to identify struggling readers in Grade 6 as efficiently as possible and to provide them with the support they need to succeed academically in English and other courses. To effectively support struggling readers, more research is required to improve and broaden the strategies explored in this study. The academic performance of San Gabriel Elementary School's sixth-grade struggling readers was examined using the correlation approach. With 58 respondents, the researchers employed quota sampling. For data analysis, they used statistical techniques such as Pearson's correlation, rank, frequency, and weighted mean. The study found that respondents had a variety of problems. When reading, with a weighted mean of 1.80, they frequently ignore hidden meanings. A mean of 3.30 reflects a challenge in understanding text, goals, and context. When they don't understand something, students usually ask for assistance, with a mean of 2.30. For English reading comprehension, the mean was 2.46, with many relying on their parents or tutors. Writing strong conclusions for English essays proved difficult, with a mean of 3.04. However, students take great pleasure in contributing to class (mean of 3.36) and invest a lot of time in improving their English (mean of 3.30). Students' academic and personal success is significantly hampered by their inadequate literacy abilities. We propose a thorough Student Engagement Intervention Program Plan. Creating a supportive learning environment, using interactive teaching techniques, implementing individual interventions, and supporting students who struggle with literacy seek to improve students' motivation, engagement, and literacy development. Reading is the cornerstone of education and the foundation for lifelong learning. It makes the unknown known and provides the reader with new insights.