World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue I (January 2026), pp,627-631
Roselyne K. Ag-A
Benguet State University
Abstract
Reading is a fundamental literacy skill that serves as the foundation for academic success and lifelong learning. However, many elementary learners continue to experience reading difficulties, which hinder their educational development. This study investigated the factors affecting reading difficulties among elementary school learners and identified the coping mechanisms employed by teachers in addressing these challenges in selected public elementary schools in Sagada, Mountain Province. A mixed-method research design was utilized, combining qualitative interviews and quantitative survey questionnaires. Interviews were conducted with eight teachers, while survey responses were gathered from forty elementary teachers. Findings revealed that reading difficulties are influenced by learner-related factors such as low motivation and poor phonological skills, school-related factors including limited resources and teacher workload, and home-related factors such as insufficient parental support. Teachers employed adaptive, collaborative, emotion-focused, support and cooperation, problem-focused, and individualized educational plan mechanisms. The overall effectiveness of these coping strategies was rated as highly effective (mean = 3.65). The study highlights the need for holistic interventions involving teachers, parents, and school support systems to strengthen reading proficiency among learners.
Keywords: reading difficulties, elementary learners, coping mechanisms, teacher strategies, Sagada, Philippines
https://doi.org/10.65494/pinagpalapublishing.117
